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{
    "pk": 30035,
    "title": "Do social cues promote cross-situational verb learning and retention?",
    "subtitle": null,
    "abstract": "Children learn words using a range of social, statistical, and perceptual information. One proposal for how childrendetermine word meanings is cross-situational learning, in which children track ambiguous word-object mappings overtime (e.g., Yu & Smith, 2007). However, previous studies have not evaluated how children use natural social cues duringlearning (e.g., eye gaze). We taught 3-year-olds three novel verbs (c.f., Scott & Fisher, 2012) and hypothesized that socialcues not only support cross-situational learning, but also support retention of verbs after a delay. In between-subjectsconditions, children either did or did not have access to eye-gaze and head-turn cues during exposure. We tested forparticipants learning after 12 learning trials and after a delay. Pilot data suggest that children who have access to naturalsocial cues successfully learned and retained links between novel verbs and their corresponding actions.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Poster Session 3",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2wq2m8n5",
    "frozenauthors": [
        {
            "first_name": "Crystal",
            "middle_name": "",
            "last_name": "Lee",
            "name_suffix": "",
            "institution": "Princeton University",
            "department": ""
        },
        {
            "first_name": "Casey",
            "middle_name": "",
            "last_name": "Lew-Williams",
            "name_suffix": "",
            "institution": "Princeton University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2020-01-01T13:00:00-05:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30035/galley/19889/download/"
        }
    ]
}