The contributions of social processes and computational processes to early lexical development were evaluated. A re-analysis and review of previous research cast doubt on the sufficiency of social approaches to word learning. An empirical investigation of the relation of social-pragmatic and data-providing features of input to the productive vocabulary of sixty-three 2-year-old children reveale...

This paper reports evidence from a longitudinal study in which children's attention to shape in a laboratory task of artificial noun learning was correlated with a rate shift in noun acquisitions. Eight children were tested in the laboratory at 3-week intervals beginning when they had less than 25 nouns in their productive vocabulary (M age=17 months). Children were presented with a novel word ...

Exchangeable models for vertex labeled graphs cannot replicate the large sample behaviors of sparsity and power law degree distributions observed in many network datasets. Out of this mathematical impossibility emerges the question of how network data can be modeled in a way that reflects known empirical behaviors and respects basic statistical principles. We address this question by observing ...

Abstract Examining research patterns across scientific fields constitutes a growing enterprise to understand how global knowledge production unfolds. However, scattered empirical evidence has casted light on the publication diversity of most productive scholars differ disciplines, considering their gender and geographical representation. This study focuses prolific three (Communication, Politic...

This study investigates the predictive value of child-related and environmental characteristics for early lexical development. The German productive vocabulary of 51 2-year-olds (27 girls), assessed via parental report, was analyzed taking children's gender, the type of early care they experienced, and their mono- versus bilingual language composition into consideration. The children were from ...

Using the Adolescent Coping Scale, ACS (Frydenberg & Lewis, 1993) we surveyed 45 randomly selected foreign adolescents in Australian schools. The coping strategies used most by the participants were: focus on solving the problem; seeking relaxing diversions; focusing on the positive; seeking social support; worry; seeking to belong; investing in close friends; wishful thinking; and keep to self...