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Halberda, Justin – Cognitive Psychology, 2006
Many authors have argued that word-learning constraints help guide a word-learner's hypotheses as to the meaning of a newly heard word. One such class of constraints derives from the observation that word-learners of all ages prefer to map novel labels to novel objects in situations of referential ambiguity. In this paper I use eye-tracking to…
Descriptors: Adults, Preschool Children, Logical Thinking, Novelty (Stimulus Dimension)