This work investigates children's early semantic representations of gradable adjectives (GAs) and proposes that infants perform a probabilistic analysis of the input to learn about abstract differences within this category. I first demonstrate that children as young as age three distinguish between relative (e.g., 'big', 'long'), maximum standard absolute (e.g.,...
The general goal of this dissertation research was to examine linguistic and cognitive mechanisms in foreign vocabulary learning within theoretical frameworks of working memory and connectionist word processing models.
In Study 1, the effect of bimodal (auditory-and-visual) vs. unimodal (auditory-only) presentation on foreign word learning was examined at different levels...
Infants’ initially broad links between language and object categories are increasingly tuned, becoming more precise by the end of their first year. In a longitudinal study, we asked whether individual differences in the precision of infants’ links at 12 months of age are related to vocabulary development. We found that,...