Can We Dissociate Contingency Learning from Social Learning in Word Acquisition by 24-Month-Olds?

dc.creatorBannard, Colinen
dc.creatorTomasello, Michaelen
dc.date.accessioned2013-05-23T16:30:24Zen
dc.date.available2013-05-23T16:30:24Zen
dc.date.issued2012-11-21en
dc.descriptionColin Bannard is with UT Austin; Michael Tomasello is with Max Planck Institute for Evolutionary Anthropology.en
dc.description.abstractWe compared 24-month-old children’s learning when their exposure to words came either in an interactive (coupled) context or in a nonsocial (decoupled) context. We measured the children’s learning with two different methods: one in which they were asked to point to the referent for the experimenter, and the other a preferential looking task in which they were encouraged to look to the referent. In the pointing test, children chose the correct referents for words encountered in the coupled condition but not in the decoupled condition. In the looking time test, however, they looked to the targets regardless of condition. We explore the explanations for this and propose that the different response measures are reflecting two different kinds of learning.en
dc.description.departmentLinguisticsen
dc.identifier.citationBannard C, Tomasello M (2012) Can We Dissociate Contingency Learning from Social Learning in Word Acquisition by 24-Month-Olds? PLoS ONE 7(11): e49881. doi:10.1371/journal.pone.0049881en
dc.identifier.doi10.1371/journal.pone.0049881en
dc.identifier.urihttp://hdl.handle.net/2152/20161en
dc.language.isoengen
dc.publisherPublic Library of Scienceen
dc.rightsAttribution 3.0 United Statesen
dc.rightsCC-BYen
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/en
dc.subjectBehavioren
dc.subjectCognitionen
dc.subjectConceptual semanticsen
dc.subjectEyesen
dc.subjectHuman learningen
dc.subjectLearningen
dc.subjectSemanticsen
dc.subjectTelephonesen
dc.titleCan We Dissociate Contingency Learning from Social Learning in Word Acquisition by 24-Month-Olds?en
dc.typeArticleen

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