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Knowledge as Process: Contextually Cued Attention and Early Word Learning
 

Summary: Knowledge as Process: Contextually Cued Attention and
Early Word Learning
Linda B. Smith,a
Eliana Colunga,b
Hanako Yoshidac
a
Department of Psychological and Brain Sciences, Indiana University
b
Department of Psychology and Neuroscience, University of Colorado
c
Department of Psychology, University of Houston
Received 24 February 2009; received in revised form 24 June 2010; accepted 24 June 2010
Abstract
Learning depends on attention. The processes that cue attention in the moment dynamically inte-
grate learned regularities and immediate contextual cues. This paper reviews the extensive literature
on cued attention and attentional learning in the adult literature and proposes that these fundamental
processes are likely significant mechanisms of change in cognitive development. The value of this
idea is illustrated using phenomena in children's novel word learning.
Keywords: Cued attention; Development; Noun learning
1. Introduction

  

Source: Azevedo, Ricardo - Department of Biology and Biochemistry, University of Houston

 

Collections: Biology and Medicine; Environmental Sciences and Ecology