First language acquisition.

By H. Goodluck. Wiley Interdisciplinary Reviews: Cognitive Science, 2011

577 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4b21d3abb3472c314c7a625433104662a4b12de3

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Predicting the birth of a spoken word (2015, background): “Theorists of language acquisition have long posited the importance of rich activities and contexts for learning (2, 11, 12).”
Coincidence, Categorization, and Consolidation: Learning to Recognize Sounds with Minimal Supervision (2019, background): “Beginning in the second year, children become proﬁcient at knowing what they do not know and solicit explicit labels for novel classes of stimuli they encounter using ﬁnger pointing and direct questions [7, 8, 9, 10].”
Social and Discourse Contributions to the Determination of Reference in Cross-Situational Word Learning (2013, background): “Theoretical accounts of early word learning emphasize the role of sharing attention through social cues to joint attention (St. Augustine, 397/1963; Bloom, 2002; Clark, 2003), and a wide variety of empirical evidence supports the view that children use signals like the eye-gaze of speakers to infer ”
Discovering linguistic structures in speech: models and applications (2014, background): “Without much guidance, infants gradually learn to interpret speech: distinguishing between individual phonemes [98, 48, 118, 31, 172], building phonemic categories specific to their native language [184, 18, 99], segmenting as well as categorizing syllables and words [160, 159, 108, 128, 96], associ”
PSYCHOLOGICAL SCIENCE Research Article Using Speakers ’ Referential Intentions to Model Early Cross-Situational Word Learning (unknown): “Other researchers have suggested alternate explanations, including more limited principles that are learned with experience (Golinkoff, Mervis, & Hirsh-Pasek, 1994; Mervis & Bertrand, 1994) and more general pragmatic principles (Clark, 1988, 2002).”
What Sign Language Reveals about the Critical Period for Language (2009, background): “By the age of 6 years old, hearing children can comprehend as many as 14,000 words and most grammatical structures of their language (Clark, 2003).”
Fast Mapping and Slow Mapping in Children's Word Learning (2010, background): “Many of these observations are not new; similar comments about gradual learning were made by Carey (1978), among others (see, e.g., Clark, 2003, chapter 6, for a review).”