{"pk":27515,"title":"How does of initial inaccuracy benefit cross-situational word learning?","subtitle":null,"abstract":"Both children and adults are able to extract several intended word-referent mappings from a series of scenes con-taining multiple words and objects. Known as cross-situational learning, this ability is thought to be an important means ofacquiring language. Proposed models of this ability range from hypothesis-testing accounts to associative accounts, but mostformal models assume learners store one or more feasible word-referent mappings per experience, and that the correct map-pings emerge through consistent co-occurrence. These theories would all predict that presenting unambiguous evidence for acorrect pair would benefit learning, but recent evidence indicates the reverse is true: giving unambiguous evidence for incorrectpairs improves subsequent cross-situational learning (Fitneva and Christiansen, 2015). With some nuances, we replicate theseresults, and show why future models may need to include an error-driven learning mechanism to explain word learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/85x0h56k","frozenauthors":[{"first_name":"Chris","middle_name":"","last_name":"Grimmick","name_suffix":"","institution":"New York University","department":""},{"first_name":"George","middle_name":"","last_name":"Kachergis","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27515/galley/17151/download/"}]}