Slow Mapping. Figure 4 from An investigation of fast and slow mapping Semantic Scholar Fast mapping (also called quick incidental learning) has received considerable attention Word learning in children has been described as a sequence of events: an initial fast-mapping process in which children form preliminary links between words and referents, followed by slow mapping that builds on these memories ().While a few studies have examined slow mapping (e.g
Figure 4 from An investigation of fast and slow mapping Semantic Scholar from www.semanticscholar.org
To investigate how young children learn categorical semantic relations between words, 4to 7-year-olds were taught four labels for novel categories in an "alien" microworld and found the exclusion relation between contrasting category labels was easy to learn, and some findings suggested that hierarchical words are more easily learned than overlapping ones In this study, we assessed whether individual differences in word learning during slow mapping were driven by differences in encoding, consolidation, or both
Figure 4 from An investigation of fast and slow mapping Semantic Scholar
It is also possible that fast mapping operates only in very. Word learning in children has been described as a sequence of events: an initial fast-mapping process in which children form preliminary links between words and referents, followed by slow mapping that builds on these memories ().While a few studies have examined slow mapping (e.g After more than 20 repetitions, learning was evident in fewer than one-third of 9- to 11-month-olds, half of 12- to 14-month-olds, and three-fourths of 15- to 17-month-olds
Effect of Direct Slow Pathway Capture MappingGuided Ablation on. Although fast mapping implies a system of constraints specialized for acquisition of word meanings, it is unclear how large a role it plays in children's lexical development Here we present evidence against this hypothesis, and show that, from the time children.
Slow zone map (can you even call them slow zones when they take up this. Most current accounts of color word acquisition propose that the delay between children's first production of color words and adult-like understanding is due to problems abstracting color as a domain of meaning It occurs as a gradual process, leading to the cognition of new concepts, thus enabling formation of stronger and more accurate word-meaning associations