http://www.sciencedaily.com/releases/2011/05/110523145054.htm
"In past studies of this kind, researchers used artificial stimuli with a small number of meaning options for each word; they also just looked at the final outcome of the experiment: whether you end up knowing the word or not," Trueswell said. "What we did here was to look at the trajectory of word learning throughout the experiment, using natural contexts that contain essentially an infinite number of meaning options."
By asking the subjects to guess the target word after each vignette, the research could get a sense of whether their understanding was cumulative or occurred in a "eureka" moment.
The evidence pointed strongly to the latter. Repeated exposure to the target word did not lead to improved accuracy over time, suggesting that previous associations hypotheses were not coming into play.
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http://www.sciencedaily.com/releases/2007/06/070627221722.htm
TVs are bad for kids.
http://www.sciencedaily.com/releases/2009/09/090915100947.htm
http://www.sciencedaily.com/releases/2009/05/090506093952.htm
Early verbal skills help with reading skills later.
http://www.sciencedaily.com/releases/2010/05/100512172529.htm
D - speaking to kids in an adult fashion helps them relate to teachers in an academic setting.
http://www.sciencedaily.com/releases/2008/05/080512191126.htm
D - read to your kids.
I cannot find the article, but you need to explicitly indicate a subpart of an object for the kid to get the reference.
For example, the tail of a dog.
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http://www.sciencedaily.com/releases/2007/10/071017174331.htm
"Because of this bias, children automatically assume you are talking about an object. So, when labeling more than just an object, adults need to do something special such as pointing at the part while saying its word or explaining what the item does."
For example, when introducing a young toddler to a dog, the child automatically thinks of the object as a dog. If adults want to talk about the dog's tail or its bark, then they need to be more explicit when communicating with the child. If adults do not make this effort, it can hinder the child's understanding, said Hollich, who also is director of Purdue's Infant Language Lab.
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