Fast Mapping but Poor Retention by 24-Month-Old Infants.

By Jessica S. Horst, Larissa K. Samuelson. 2008

417 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

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In Developmental and Educational Psychology

Citations in the corpus

The Novel Object and Unusual Name (NOUN) Database: A collection of novel images for use in experimental research (2016, background): “…which participants—both adults and children—are taught names for objects either explicitly, for instance, through the use of social cues and ostensive feedback (Gauthier & Tarr, 1997; Horst & Samuelson, 2008) or implicitly across several encounters (e.g., Axelsson & Horst, 2014; Yu & Smith, 2007).”
A Probabilistic Computational Model of Cross-Situational Word Learning (2010, methodology): “…for example, whereas the children in the experiments of Golinkoﬀ et al. (1992) and Halberda (2006) showed signs of nearly-perfect retention of the fast-mapped words, those in the studies reported by Horst and Samuelson (2008) did not (all participating children were close in age range).”
Word learning emerges from the interaction of online referent selection and slow associative learning (2012, methodology): “To address this, Horst and Samuelson (2008) presented children two known and one novel object and asked for the referent of a novel name.”
Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers (2008, background): “Attentional learning accounts suggest that gestural cues are helpful to the extent that they increase the salience of the intended referent, thereby supporting simple associations between simultaneously heard words and seen referents ( Horst & Samuelson, in press ; Samuelson & Smith, 1998 ; L.”