Nivedita Mani's research while affiliated with Georg-August-Universität Göttingen and other places
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Publications (2)
In their natural environments, children usually see several novel objects while they hear the labels for these objects, making it difficult for them to know exactly which objects these words refer to. This referential ambiguity problem can be alleviated through selective attention and inhibitory control because a child who focuses on plausible refe...
Previous studies showed that word learning is affected by children's existing knowledge. For instance, knowledge of semantic category aids word learning, whereas a dense phonological neighbourhood impedes learning of similar-sounding words. Here, we examined to what extent children associate similar-sounding words (e.g., rat and cat) with objects o...
Citations
... Later on, with access to other kinds of information about words, children may enlist these other potentially more reliable cues to the service of learning. Indeed, the phonological form of a word does not provide children with any information about the meaning of a word or potential referents of the word in the visual world, due to the arbitrariness of early word-form mappings (Sia et al., 2024). With age, children may, therefore, deprioritise leveraging phonological similarity in word learning. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/526929453215744-1502641179678_Q64/Emily-Mather-2.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/272341863235607-1441942768530_Q64/Matthew-Crocker.jpg)
