Explore the words cloud of the SCIL project. It provides you a very rough idea of what is the project "SCIL" about.
The following table provides information about the project.
ECOLE NORMALE SUPERIEURE
|Coordinator Country||France [FR]|
|Total cost||246˙668 €|
|EC max contribution||246˙668 € (100%)|
1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
|Duration (year-month-day)||from 2016-04-01 to 2019-03-31|
Take a look of project's partnership.
|1||ECOLE NORMALE SUPERIEURE||FR (PARIS CEDEX 05)||coordinator||246˙668.00|
|2||THE TRUSTEES OF THE UNIVERSITY OF PENNSYLVANIA CORP||US (PHILADELPHIA)||partner||0.00|
Infants start knowing the meaning of some words by 6 months of age and by age two they know hundreds. The mechanisms behind the word learning processes subtending these feats are still poorly understood. Current accounts of infants’ word learning differ about the degree to which word learning is purely a product of increasingly sophisticated perceptual associations, versus a process in which associative learning is implicated, but the main engine of development is fundamentally social and timed by the infant’s grasp of the referential intentions of others when using language. The present project will explore the mechanisms behind word learning (1) by identifying the elements that lead to a word learning advantage in a social situation, (2) by assessing whether infants infer intention from social cues, or whether the latter merely refocus attention, and (3) by testing how long-term word learning is modulated by social cues in naturalistic situations. By assessing both infants (aged 6-10 months) and toddlers (aged 12-16 months), I will determine whether the mechanisms for word learning change with age. I will be able to characterize the role of social cues in young infants’ and toddlers' word learning for the first time by leveraging the cutting-edge technologies of gaze-contingent eye-tracking and infant-friendly automated toys.
|year||authors and title||journal||last update|
Mathilde Fort, Imme Lammertink, Sharon Peperkamp, Adriana Guevara-Rukoz, Paula Fikkert, Sho Tsuji
Symbouki: a meta-analysis on the emergence of sound symbolism in early language acquisition
published pages: e12659, ISSN: 1363-755X, DOI: 10.1111/desc.12659
Sho Tsuji, Alejandrina Cristia
Which Acoustic and Phonological Factors Shape Infantsâ€™ Vowel Discrimination? Exploiting Natural Variation in InPhonDB
published pages: 2108-2112, ISSN: , DOI: 10.21437/Interspeech.2017-1468
Christina Bergmann, Sho Tsuji, Page E. Piccinini, Molly L. Lewis, Mika Braginsky, Michael C. Frank, Alejandrina Cristia
Promoting Replicability in Developmental Research Through Meta-analyses: Insights From Language Acquisition Research
published pages: , ISSN: 0009-3920, DOI: 10.1111/cdev.13079
Christina Bergmann, Sho Tsuji, Alejandrina Cristia
Top-Down versus Bottom-Up Theories of Phonological Acquisition: A Big Data Approach
published pages: 2103-2107, ISSN: , DOI: 10.21437/Interspeech.2017-1443
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