Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development
Sign Up to like & getrecommendations! Published in 2020 at "Cognition"
DOI: 10.1016/j.cognition.2020.104265
Abstract: Word learning is complicated by referential ambiguity - there are often multiple potential targets for a newly-heard word. While typically developing (TD) children can accurately infer word meanings from cross-situational statistics, specific difficulties tracking word-object… read more here.
Keywords: cross situational; word; word learning; situational word ... See more keywords