Word Learning – Waisman Center – UW–Madison

Speaker variability, but not bilingualism, influences cross-situational word learning

Effects of dual- and single-language exposure on children’s word learning: Experimentally testing the role of competition

Early word learning is influenced by physical environments

The role of bilingualism in paired-associate and cross-situational word learning

The effects of speaker and exemplar variability in children’s cross-situational word learning

Paired-associate versus cross-situational: How do verbal working memory and word familiarity affect word learning?

The effects of bilingualism on children’s cross-situational word learning under different variability conditions

One fish, uh, two fish: Effects of fluency and bilingualism on adults’ novel word learning

Two for the price of one: Concurrent learning of words and phonotactic regularities from continuous speech

Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder