Flexible fast-mapping: Deaf children dynamically allocate visual attention to learn novel words in American Sign Language

Word learning in young children requires coordinated attention between language input and the referent object. Current accounts of word learning are based on spoken language, where the association between language and objects occurs through simultaneous and multimodal perception. In contrast, deaf children acquiring American Sign Language (ASL) perceive both linguistic and non-linguistic information through the visual mode. In order to...