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Advances in Psychological Science    2013, Vol. 21 Issue (5) : 837-846     DOI: 10.3724/SP.J.1042.2013.00837
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The Social Cognitive Process of Word Learning in Infants
JING Wei;FANG Junming
(College of Preschool and Special Education, East China Normal University, Shanghai 200062, China)
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Abstract  Associative theory, constraints theory and social-pragmatic theory are three basic theories about how infants learn new words. We outline social-pragmatic evidence with respect to four questions:1) What kinds of social cognitive processes are involved in infants` word learning? 2) How does social-pragmatic theory refute the challenges from associative theory and constraints theory? 3) How is the weight of social cognitive process in infants` word-learning relative to associative learning or lexical constraint mechanism? 4) What difficulties do children with autism encounter in word-learning task via social cues? Current evidence strongly indicates that social cognitive processes play a basic role in infants` word-learning. Finally, some suggestions on future research are proposed.
Keywords word learning      infants      social-pragmatic      associative      constraints     
Corresponding Authors: FANG Junming   
Issue Date: 15 May 2013
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JING Wei
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JING Wei,FANG Junming. The Social Cognitive Process of Word Learning in Infants[J]. Advances in Psychological Science, 2013, 21(5): 837-846.
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http://journal.psych.ac.cn/xlkxjz/EN/10.3724/SP.J.1042.2013.00837     OR     http://journal.psych.ac.cn/xlkxjz/EN/Y2013/V21/I5/837
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