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Recent research supports the notion that word learning can be conceptualized as a statistical learning process. As many have noted however, statistical learning is constrained by processes such as attention and memory. In the current study, we observed, through toddler-perspective head cameras, toddlers' visual input as parents labeled novel objects during an object-play session. We then analyzed the co-occurrence statistics between words and objects that accumulated over the session. We alsodoi:10.1109/devlrn.2013.6652542 dblp:conf/icdl-epirob/SuandaFSY13 fatcat:zvwmlphkv5dibay66owvrzhpiy