Perceiving intentions and learning words in the second year of life

By Michael Tomasello. 2000

267 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/06a1ae34b5aa8a519d78dc16f5e2c530ce64fc9d

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Citations in the corpus

How children use input to acquire a lexicon. (2002, background): “The routinized and jointly engaged nature of the conversations that children experience support this process by making the speaker’s communicative intentions transparent (Bruner, 1974/1975; Pinker, 1984; Tomasello, 1990, 2001).”
A new false belief test for 36-month-olds (2002, methodology): “Although, at first glance, it may seem counterintuitive that this would facilitate children’s performance, learning new words is something children do several times a day, every day, and in each case, they must in some sense assess the adult’s referential (communicative) intentions (Tomasello, 2001)”
The social-pragmatic theory of word learning. (2000, background): “The third theory is social-pragmatic theory, and it holds that the process of word learning is inherently and thoroughly social (Bruner 1983; Tomasello 1992a, 2000).”
Rapid Word Learning Under Uncertainty via Cross-Situational Statistics (2007, background): “There is no doubt that human learners (including young children) fast-map names to things by solving the indeterminacy problem in a single trial—linking a novel word correctly to the intended referent through the use of social (Baldwin, 1993; Bloom, 2000; Tomasello, 2000), linguistic (Gleitman, 1990”
Communication and Folk Psychology (2006, background): “Tomasello (1995, 2000) among many others provides much evidence that children develop a particularly human conception of goal-directed actions before the end of their first year.”
Infants rapidly learn word-referent mappings via cross-situational statistics. (2008, background): “That literature points to attentional (Smith, 2000), social (Baldwin, 1993; Tomasello, 2000), linguistic (Gleitman, 1990) and representational (Markman, 1990) constraints as crucial to children’s ability to resolve referential ambiguity and fastmap a word to its intended referent.”
A new look at infant pointing. (2007, background): “…with the speaker on a referentFby connecting to common groundFin the very same way that they do this in comprehending a pointing gesture (see, e.g., Tomasello, 2001, for studies with infants as young as 18 months, and Mundy & Sigman, 2006, on joint attention and language development in children…”
Word learning emerges from the interaction of online referent selection and slow associative learning (2012, unknown): “Alternatively, it is possible that principles such as mutual exclusivity are available all the time (Akhtar & Martinez-Sussman, 2007; Markman, Wasow, & Hanson, 2003; Tomasello, 2001), but children simply do not have enough words (or other knowledge) to use them.”
Role Reversal Imitation and Language in Typically Developing Infants and Children With Autism (2005, background): “We thus did find some support for Carpenter and Tomasello’s (2000) hypothesis concerning relations between role reversal imitation and language, although contrary to predictions (and contrary to the findings with typically developing infants) it was with self-self and not other-other role reversals ”