{"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/"}]}