Abstract
AbstractIn this article, we illustrate the role that representational strength plays in infants' ability to communicate and learn about absent things. When understanding speech about things that are absent, infants retrieve the representation of the referent from long‐term memory upon hearing its name, and maintain that representation in working memory to plan an action toward the object or to manipulate the representation on the basis of new information. Strong representations of referents better support retrieval and maintenance operations than weak representations.
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