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Across multiple situations, child and adult learners are sensitive to co-occurrences between individual words and their referents in the environment, which provide a means by which the ambiguity of word-world mappings may be resolved (Monaghan Mattock, 2012; Scott Fisher, 2012; Smith Yu, 2008; Yu Smith, 2007). In three studies, we tested whether cross-situational learning is sufficiently powerful to support simultaneous learning the referents for words from multiple grammatical categories, a more realistic refle
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