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JOURNAL ARTICLE
REVIEW
What does it take to learn a word?
Wiley Interdisciplinary Reviews. Cognitive Science 2017 January
Vocabulary learning is deceptively hard, but toddlers often make it look easy. Prior theories proposed that children's rapid acquisition of words is based on language-specific knowledge and constraints. In contrast, more recent work converges on the view that word learning proceeds via domain-general processes that are tuned to richly structured-not impoverished-input. We argue that new theoretical insights, coupled with methodological tools, have pushed the field toward an appreciation of simple, content-free processes working together as a system to support the acquisition of words. We illustrate this by considering three central phenomena of early language development: referential ambiguity, fast-mapping, and the vocabulary spurt. WIREs Cogn Sci 2017, 8:e1421. doi: 10.1002/wcs.1421 For further resources related to this article, please visit the WIREs website.
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