Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Infants' learning about words and sounds in relation to objects.

A L Woodward1, K L Hoyne

  • 1Department of Psychology, University of Chicago, IL 60637, USA. ALW1@ccp.uchicago.edu

Child Development
|April 7, 1999
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Neural correlates involved in perspective-taking in early childhood.

Developmental cognitive neuroscience·2024
Same author

Twelve-month-old infants interpret action in context.

Psychological science·2001
Same author

An obligate role for T-cell receptor alphabeta+ T cells but not T-cell receptor gammadelta+ T cells, B cells, or CD40/CD40L interactions in a mouse model of atopic dermatitis.

The Journal of allergy and clinical immunology·2001
Same author

Infants selectively encode the goal object of an actor's reach.

Cognition·1999
Same author

Distinct 15q genotypes in Russell-Silver and ring 15 syndromes.

American journal of medical genetics·1996
Same author

Infants' sensitivity to word boundaries in fluent speech.

Journal of child language·1996
Same journal

An associative learning account of how saliva becomes a cue for comfort.

Child development·2026
Same journal

If moms do it, it can't be that important: Children's reasoning about gender disparities in domestic work.

Child development·2026
Same journal

Adapting under stress: How sociocultural stress intensity and fluctuation shape youth school engagement and internalizing symptoms.

Child development·2026
Same journal

Children across diverse societies exchange reasons to resolve disagreements.

Child development·2026
Same journal

Beyond resources: Children in India and Germany have a multifaceted concept of fairness.

Child development·2026
Same journal

Situating developmental science in cultural context: Lessons from the study of Asian-heritage children.

Child development·2026
See all related articles

One-year-olds initially learn object names from various signals, not just spoken words. As they develop, infants increasingly expect words for communication.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Infants learn language through social interaction and joint attention.
  • Understanding communicative signals is crucial for early language acquisition.

Purpose of the Study:

  • To investigate if 1-year-olds expect names to be spoken words during joint attention.
  • To determine how infants' understanding of communicative signals evolves with age.

Main Methods:

  • 13-month-olds were exposed to novel object-word or object-sound pairings during joint attention.
  • A multiple-choice procedure tested infants' memory for object-signal associations.
  • A second study compared learning in 13-month-olds versus 20-month-olds.

Main Results:

Related Experiment Videos

  • Thirteen-month-olds successfully learned both object-word and object-sound correspondences.
  • Older infants (20-month-olds) did not learn new sound-object associations as readily as younger infants.
  • Infants initially accept a wider range of signals before specializing in spoken words.

Conclusions:

  • Early language acquisition involves learning from diverse communicative signals, not exclusively spoken words.
  • Infants' expectations about communicative signals shift and narrow with age and development.
  • This research sheds light on the flexibility and developmental trajectory of early word learning.