We learn words in ambiguous contexts, with multiple word candidates for any referent and multiple... more We learn words in ambiguous contexts, with multiple word candidates for any referent and multiple referent candidates for any word. For example, a child may see a boy, a bat, a ball, and a dog and hear ���Look at the boy. The dog wants his ball.��� This is the word-to-world mapping problem (eg Gleitman, 1990; Bloom, 2000; Smith, 2000). How could a learner who knows no words associate object names with the right referents? Developmentalists have studied a number of solutions to this problem, including ways in which the mature partner ...
We learn words in ambiguous contexts, with multiple word candidates for any referent and multiple... more We learn words in ambiguous contexts, with multiple word candidates for any referent and multiple referent candidates for any word. For example, a child may see a boy, a bat, a ball, and a dog and hear ���Look at the boy. The dog wants his ball.��� This is the word-to-world mapping problem (eg Gleitman, 1990; Bloom, 2000; Smith, 2000). How could a learner who knows no words associate object names with the right referents? Developmentalists have studied a number of solutions to this problem, including ways in which the mature partner ...
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