The child as word learner

By Susan Carey. 1978

Subfields: Cognitive Science & Psychology, Linguistics

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Citations in the corpus

What can the brain teach us about building artificial intelligence? (2016, background): “e objects. Children are far more practiced than adults at learning new concepts { learning roughly nine or ten new words each day after beginning to speak through the end of high school (Bloom, 2000; Carey, 1978) { yet the ability for rapid \one-shot" learning does not disappear in adulthood. A”
Information-Theoretic Probing for Linguistic Structure (2020, background): “, 2018), with word learning (Carey, 1978) being an obvious example.”
The Large-Scale Structure of Semantic Networks: Statistical Analyses and a Model of Semantic Growth (2005, methodology): “Although the mechanism of our model was primarily inspired by the language development literature (Brown, 1958a, 1958b; Carey, 1978, 1985; Clark, 1993, 2001; Macnamara, 1982; Slobin, 1973), we think that some kind of semantic differentiation process is also a plausible candidate for how new word…”
Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, background): “Specifically, although children occasionally retain a new word upon first exposure through fast mapping (Carey, 1978; Casenhiser & Goldberg, 2005; Wilkinson, Ross, & Diamond, 2003), they typically require multiple, meaningful exposures to these often arbitrary strings of sounds (Elley, 1989; Nagy & ”
Object Naming and Later Lexical Development: From Baby Bottle to Beer Bottle. (2008, background): “In the period from age two to six, they are estimated to acquire around 14,000 words, at a rate of ten words a day (Carey, 1978).”
Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts (2019, background): “(Carey, 1978, 010; Dickinson, 1984).”
Word learning in children: an examination of fast mapping. (1987, methodology): “Dockrell (1981), in a study of word learning in young children, found shape to be more strongly favored than color.”
Mapping theories of developmental language impairment: Premises, predictions and evidence (2001, background): “Thanks to the convergence of phonological and semantic cues, ‘‘fast mapping’’ can occur after only a few exposures to a word, contributing to the rapid vocabulary acquisition observed in normally developing children (Carey, 1978).”
Learning Semantic Image Representations at a Large Scale (2014, background): “Even young children are able to learn novel visual concepts from very few positive examples [14], something that still poses a challenge for machine vision systems.”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “This type of teaching relies on the fast mapping of a word to its referent (Carey, 1978), an hypothesized mental process in which a new word can be learned based on a single exposure to a given unit of information.”
A Probabilistic Computational Model of Cross-Situational Word Learning (2010, methodology): “…and morphological properties of a word (such as its part of speech or case marking), as well as its relation to other words, are also considered as part of the word’s meaning (Carey, 1978; Gleitman, 1990; Gleitman and Gillette, 1994), here we do not address the acquisition of such properties.”
WORD EXPOSURE CONDITIONS AND PRESCHOOLERS' NOVEL WORD LEARNING DURING SHARED STORYBOOK READING (2002, background): “By some estimates, children acquire about five novel words each day between the ages of one and a half to six years (Carey, 1978).”
Word learning emerges from the interaction of online referent selection and slow associative learning (2012, background): “Carey (1978) described fast mapping as a special stage of initial learning where links between words and meaning were first forged.”
Concept learning in animals. (2008, background): “Learning by exclusion (also called fast mapping; Carey, 1978) involves training an animal on a conditional discrimination (e.”
The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension (2005, background): “The inclusion of memory as a clarifying strategy was based on research highlighting the importance of partial word knowledge and repeated exposures to new words in the acquisition of vocabulary (Baker et al., 1995; Carey, 1978; Nagy, 1988; Nagy, Anderson, & Herman, 1987).”
Word learning as Bayesian inference. (2007, background): “…elimination paradigm has been that people come to the task of word learning equipped with strong prior knowledge about the kinds of viable word meanings (Carey, 1978; Clark, 1987; Mark- man, 1989), allowing them to rule out a priori the many logically possible but unnatural extensions of a word.”