"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.
TVs are bad for kids.
Early verbal skills help with reading skills later.
D - speaking to kids in an adult fashion helps them relate to teachers in an academic setting.
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.