Year: 2001
Type: article
Abstract: Children change in their word-learning abilities sometime during the second year of life.The nature of this behavioral change has been taken to suggest an underlying change in mechanism, from associative learning to a more purely symbolic form of learning.We present a simple associative computational model that accounts for these developmental shifts without any underlying change in mechanism.Thus, there may be no need to posit a qualitative mechanistic change in the word-learning of young children.More generally, words, as symbols, may emerge from associative beginnings.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Institutes of Health
OpenAlex ID: W1491115232