Breaking the language barrier: an emergentist coalition model for the origins of word learning.

By G. Hollich, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff , Rebecca J. Brand, Ellie Brown, H. Chung, Elizabeth A. Hennon, Camille Rocroi. 2000

632 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Developmental Neuroscience

View Paper: https://www.semanticscholar.org/paper/ca21e168b6f7b62b39bcb42c24c9e54a0705702a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Developmental Neuroscience

Citations in the corpus

Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers (2008, background): “Similarly, our results extend conclusions regarding the facilitative effect of touching and manipulation on word learning in younger infants (e.g., Brand, 2000; Hollich et al., 2000) to toddlers.”
Social and Discourse Contributions to the Determination of Reference in Cross-Situational Word Learning (2013, background): “…of what the child looks at and touches may provide support for a hypothesized egocentric belief: that words refer to aspects of the child’s own perceptual experiences rather than signaling the speaker’s referential intentions (Baron-Cohen, Baldwin, & Crowson, 1997; Hollich et al., 2000).”
Early Speech Perception and Later Language Development: Implications for the "Critical Period" (2005, background): “We agree with the position that multiple attentional, social, and linguistic cues contribute to infants’ word understanding and production in early language development (Hirsh-Pasek & Golinkoff, 1996; Hollich, Hirsh-Pasek, & Golinkoff, 2000 ).”
How children use input to acquire a lexicon. (2002, background): “…to know that if the speaker and listener are not attending to the same thing, the speaker is more likely to be talking about what the speaker is attending to than about what the listener is attending to, and children use that information to guide word learning (Baldwin, 1993; Hollich et al., 2000).”
Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice (2016, background): “with the word or the broader endeavor of word learning grows (9).”
Before and after the vocabulary spurt: two modes of word acquisition? (2003, neutral): “A second line of research investigated infants' ability to rapidly learn new links between sound patterns and objects, and found this ability present in infants as young as 12–15 months (Hollich et al. , 2000; Shafer & Plunkett, 1998; Werker et al. , 1998; Woodward et al. , 1994).”
The myth of language universals: language diversity and its importance for cognitive science. (2009, background): “Thus, knowledge is advanced as they map sound sequences to meaning and retain these mappings in memory (e.g., Hollich et al. 2000) and as they identify category membership, for example, by linking the language context to properties of referents in particular domains (Smith 1999).”
Young Bilingual Children's Heightened Sensitivity to Referential Cues (2011, background): “Monolingual and bilingual children alike must learn to monitor and integrate these sources of information to communicate successfully and avoid breakdowns in communication (eg, Baldwin, 1995 ; Hollich, Hirsh-Pasek, & Golinkoff, 2000 ; Tomasello, 2003 ).”