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. Author manuscript; available in PMC: 2022 Jun 1.
Published in final edited form as: Child Dev Perspect. 2021 May 6;15(2):117–124. doi: 10.1111/cdep.12408

Figure 4.

Figure 4.

WOLVES captures individual differences in Smith and Yu’s (2008) cross-situational word learning task and over development. Panel A shows the proportion of looking to the target and the distractor for 14-month-olds from Smith & Yu (2008; green bars), Yu and Smith (2011; blue bars), and individual model runs (red bars). Panel B shows the proportion of 14-month-olds from Yu and Smith (2011; blue bars) and individual model runs (red bars) classified as strong and weak learners. At the time scale of the experiment, WOLVES shows that the difference between strong and weak learners is critically related to the number of fixations produced trial to trial over the course of training (C), while on the time scale of development, WOLVES captures the relation between memory for word-object mappings and cross-situational word learning (C).