Infants’ responses to objects representing levels of word knowledge and categorical information |
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| Authors: | Peg Hull Smith Jeannette Whitmore Wendelyn J Shore Christopher W Robinson Wallace E DixonJr |
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| Institution: | a Department of Psychology,University of Toledo, Toledo, OH 43606, USA;b Pacific Lutheran University, Tacoma, WA 98447, USA;c Heidelberg College, Tiffin, OH 44883, USA |
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| Abstract: | The effects of differing levels of word knowledge on infants’ sequential touching behaviors were investigated in two studies. In both, parent report was used to assess three levels of word knowledge: known, frontier, and unknown. In the first study, 14-month-old infants sequentially touched objects consistent with parents’ reports of their word knowledge. In the second study, 20-month-old infants sequentially touched objects by both conceptual category and reported level of word knowledge. It appears that even infants, like adults, can make distinctions among objects on the basis of their knowledge about the objects’ labels. |
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| Keywords: | partial knowledge word meanings sequential touching infancy |
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