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One well-known problem in early word learning is referential uncertainty, that is, the child may perceive many aspects of the scene that are unrelated to the perceived utterance. Because learning situations often involves multiple words and referents, learners need to attend to the relevant information at the right time in order to learn words successfully. Recently, there has been a growing interest in understanding the learning mechanisms of how children use their day-in-day-out experiences to learn words because data matter to learning are jointly created by parents and children in everyday interactions. My goal is to understand the learning mechanisms underlying early vocabulary development through studying how correct word-object mappings may be established using data collected from the child’s view during naturalistic interactions. Towards this goal, I used screen-based and head-mounted eye-tracking …