Naming in young children: a dumb attentional mechanism?

By Linda B. Smith, S. Jones, Barbara Landau. 1996

Subfields: Cognitive Science & Psychology, Linguistics

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Citations in the corpus

Learning from others: children's construction of concepts. (2009, background): “Some have proposed that the learning that goes on in such cases is merely a passive incorporation of the input: automatic, associative, and unreflective (Smith et al. 1996).”
The Growth of Flexible Problem Solving: Preschool Children Use Changing Verbal Cues to Infer Multiple Word Meanings (2000, background): “Preschoolers attend to parts when generalizing category labels (Smith et al., 1996), so they might have been confused by nonmatching parts.”
Detecting blickets: how young children use information about novel causal powers in categorization and induction. (2000, background): “Recently, a number of authors have suggested that children categorize and, in particular, name objects on the basis of perceptual features such as shape (Imai, Gentner, & Uchida, 1994; Landau, Smith, & Jones, 1988; Smith, Jones, & Landau, 1996 ).”
Two-year-olds will name artifacts by their functions. (2000, background): “ject categories (e.g., Carey, 1985; Gentner & Rattermann, 1991; Imai, Gentner, & Uchida, 1994; Kemler Nelson et al., 1995; Merriman et al., 1993; Smith et al., 1996).”
Late talkers show no shape bias in a novel name extension task (2003, unknown): “Jones & Smith, 1993, 2002; Smith, Jones & Landau, 1996 ).”
The Innate Mind: Structure and Contents (2005, background): “198 1 Empiricist Models of Concepts In an influential essay, Smith, Jones, and Landau (1996) suggest that ‘‘associative connections and direct stimulus pulls . . . underlie children’s novel word interpretations’’ (pp. 145–6).”
Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers (2008, background): “This perspective is supported by evidence demonstrating that the perceptual salience of potential referents can over-ride gestural cues within the first year of life and continues to influence learning well into the third year ( Brand, 2000 ; Pruden, Hirsh-Pasek, Golinkoff, & Hennon, 2006 ; Samuel”
A Typical Participation of Visual Cortex during Word Processing in Autism: An fMRI Study of Semantic Decision. (2007, result): “This view is also supported by behavioral studies showing that perceptual information is a guide to word learning from early stages on (Smith et al., 1996).”