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In three experiments we investigated the relation between observing responses and incidental language acquisition by children ages 3 to 5 with and without disabilities. In Experiment I, participants heard the name of an object while observing an accompanying action with the object. The participants consistently acquired the actions associated with the objects, but learned few names. Experiment II compare responses to stimuli presented with and without actions, with the results indicating thatdoi:10.1016/s2007-4719(14)70976-7 fatcat:ljddpvhljvca7l4xmu6x4i3ph4