Rapid Word Learning in 13- and 18-Month-Olds.

By A. Woodward, Ellen M. Markman, C. Fitzsimmons. 1994

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Citations in the corpus

Fast Mapping but Poor Retention by 24-Month-Old Infants. (2008, methodology): “, 2003) or the details of the foil items during the retention test in others (e.g., Jaswal & Markman, 2003; Markson & Bloom, 1997; Woodward et al., 1994).”
Before and after the vocabulary spurt: two modes of word acquisition? (2003, unknown): “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).”
Word learning as Bayesian inference. (2007, background): “Children between 12 and 18 months require many exposures to a single word in order to learn it (but see Woodward et al., 1994), and sometimes words appear to drop out of their lexicon.”
Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers (2008, background): “More specifically, they converge well with evidence documenting the ability of infants and young children to map and retain novel words presented in the context of ostensive labeling ( Waxman & Booth, 2000 ; Woodward, Markman, & Fitzsimmons, 1994 ), despite the fact that 2-year-olds have difficulty”
Verbal Labels and Gestural Routines in Parental Communication with Young Children (2000, background): “Recent research has found that infants as young as 12 months readily map novel words to object categories in experimental (Waxman & Hall, 1993; Waxman & Markow, 1995; Woodward, Markman, & Fitzsimmons, 1994 ) and observational (Fenson et al., 1994) contexts.”
Mindreading, Communication and the Learning of Names for Things (2002, unknown): “Markson, 1999) and even in 1-year-olds (e.g. Woodward et al., 1994 ).”
A Probabilistic Computational Model of Cross-Situational Word Learning (2010, background): “The observed shift from slow to fast word learning suggests that children become more eﬃcient word learners later in time (e.g., Woodward et al., 1994).”
Transfer between Picture Books and the Real World by Very Young Children (2008, background): “This failure cannot be due to a general difficulty with word generalization, because even 13-month-olds generalize a name learned for one real object to another new ex emplar of that object ( Woodward, Markman, & Fitzsimmons, 1994 ).”