scholarly journals Infant learning of words in a typologically distant nonnative language

2020 ◽  
Vol 47 (6) ◽  
pp. 1276-1287
Author(s):  
Hui CHEN ◽  
Dahliane LABERTONIÈRE ◽  
Hintat CHEUNG ◽  
Thierry NAZZI
Keyword(s):  
Word Learning ◽  
Native Language ◽  
New Words ◽  
Second Year Of Life ◽  
Nonnative Language ◽  
Second Year ◽  
Infant Learning

AbstractInfants attune to their native language during the first two years of life, as attested by decreases in the processing of nonnative phonological sounds and reductions in the range of possible sounds accepted as labels for native words. The present study shows that French-learning infants aged 1;8 can learn new words in an unfamiliar language, Cantonese, after just 6 repetitions of each word. This shows that word learning in a nonnative language remains possible during the second year of life even in a nonnative language that is typologically distinct from the native language.

Some Critical Developments in Acquiring Native Language Sound Organization during the First Year

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 11-15 ◽  
Author(s):  
Peter W. Jusczyk
Keyword(s):  
English Learners ◽  
Native Language ◽  
Critical Role ◽  
Word Segmentation ◽  
First Year ◽  
Speech Sounds ◽  
Fluent Speech ◽  
New Words ◽  
Word Boundaries ◽  
Second Year

Although infants are born with rather sophisticated capacities for discriminating and categorizing speech sounds, they still must learn about the sound organization of their native language. Before 6 months, infants show relatively little sensitivity to native language versus non-native language sound organization. Shortly thereafter, infants recognize which sounds and sound sequences and rhythmic patterns are likely to appear in native language words. Knowledge of these features plays a critical role in how and when infants segment words from fluent speech. Word segmentation abilities develop rapidly between 7.5 and 10.5 months. Initially, English-learners segment words using stress cues. Soon after, they learn to use other potential cues to word boundaries. As their lexicons develop during the second year, they begin to use information about known words in segmenting and learning new words.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

DEVELOPMENT OF VLBW PREMATURES IN THE SECOND YEAR OF LIFE

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
E Rodríguez ◽  
M Bellotti ◽  
S Liendo ◽  
S Napoli ◽  
MM Contreras ◽  
...  
Keyword(s):  
Second Year Of Life ◽  
Second Year

Evaluation of Visuospatial Short-term and Working Memory from the First to Second Year of Life: A Novel Task

2021 ◽  
pp. 1-17
Author(s):  
C. Fernandez-Baizan ◽  
Miguel Angel Prieto ◽  
J. A. Martinez ◽  
J. L. Arias ◽  
M. Mendez
Keyword(s):  
Working Memory ◽  
Short Term ◽  
Second Year Of Life ◽  
Second Year

Understanding Interest in the Second Year of Life

Infancy ◽  
2010 ◽  
Vol 15 (3) ◽  
pp. 324-335 ◽  
Author(s):  
Amy C. MacPherson ◽  
Chris Moore
Keyword(s):  
Second Year Of Life ◽  
Second Year

Longitudinal trajectories of gestural and linguistic abilities in very preterm infants in the second year of life

2011 ◽  
Vol 49 (13) ◽  
pp. 3677-3688 ◽  
Author(s):  
Alessandra Sansavini ◽  
Annalisa Guarini ◽  
Silvia Savini ◽  
Serena Broccoli ◽  
Laura Justice ◽  
...  
Keyword(s):  
Preterm Infants ◽  
Very Preterm Infants ◽  
Very Preterm ◽  
Longitudinal Trajectories ◽  
Second Year Of Life ◽  
Second Year

Life cycle of the western school prawn, Metapenaeus dalli Racek, in a Western Australian estuary

1986 ◽  
Vol 37 (1) ◽  
pp. 95 ◽  
Author(s):  
IC Potter ◽  
JW Penn ◽  
KS Brooker
Keyword(s):  
Life Cycle ◽  
Western Australia ◽  
Sexual Maturity ◽  
Second Year Of Life ◽  
Second Year ◽  
Australian Estuary ◽  
Western Australian

The absence of marine records for M. dalli below latitude 31�S., together with data on gonadal stages and spermatophore deposition on females of this species in the Swan estuary, provide very strong indications that the western school prawn typically breeds in estuarine environments in south-western Australia. The 0 + recruits, which first appeared in samples in February, remained in the estuary during the following months and by November had reached a size suitable for exploitation. At this time they were approaching sexual maturity and were starting to move from the shallows to the deeper waters of the estuary where they remained for their second year of life. In contrast to Australian Penaeus species, M. dalli mates during the intermoult period when the shell is hard rather than immediately after moulting.

Supplementary Checks on the Scales of Pink Salmon (Oncorhynchus gorbuscha) and Chum Salmon (O. keta)

1965 ◽  
Vol 22 (6) ◽  
pp. 1477-1489 ◽  
Author(s):  
H. T. Bilton ◽  
W. E. Ricker
Keyword(s):  
British Columbia ◽  
Chum Salmon ◽  
Pink Salmon ◽  
Oncorhynchus Gorbuscha ◽  
Commercial Fisheries ◽  
Pink Salmon Oncorhynchus Gorbuscha ◽  
Clear Cut ◽  
Second Year Of Life ◽  
Second Year ◽  
Similar Incidence

Among 159 central British Columbia pink salmon that had been marked by removal of two fins as fry and had been recovered in commercial fisheries after one winter in the sea, the scales of about one-third showed a supplementary or "false" check near the centre of the scale, in addition to the single clear-cut annulus. This evidence from fish of known age confirms the prevailing opinion that such extra checks do not represent annuli, hence that the fish bearing them are in their second year of life rather than their third. Unmarked pink salmon from the same area, and some from southern British Columbia, had a generally similar incidence of supplementary checks. In both marked and unmarked fish the supplementary checks varied in distinctness from faint to quite clear. In a sample of scales of 14 double-fin marked chum salmon which were known to be in their 4th year, all fish had the expected 3 annuli, and 12 fish had a supplementary check inside the first annulus.

Word learning in a special population: do individuals with Williams syndrome obey lexical constraints?

1997 ◽  
Vol 24 (3) ◽  
pp. 737-765 ◽  
Author(s):  
TASSOS STEVENS ◽  
ANNETTE KARMILOFF-SMITH
Keyword(s):  
Williams Syndrome ◽  
Word Learning ◽  
Neurodevelopmental Disorder ◽  
Fast Mapping ◽  
Mutual Exclusivity ◽  
Vocabulary Size ◽  
Normal Children ◽  
New Words ◽  
Adolescents And Adults ◽  
Lexical Constraints

Williams syndrome (WS), a rare neurodevelopmental disorder, is of special interest to developmental psycholinguists because of its uneven linguistico-cognitive profile of abilities and deficits. One proficiency manifest in WS adolescents and adults is an unusually large vocabulary despite serious deficits in other domains. In this paper, rather than focus on vocabulary size, we explore the processes underlying vocabulary acquisition, i.e. how new words are learned. A WS group was compared to groups of normal MA-matched controls in the range 3–9 years in four different experiments testing for constraints on word learning. We show that in construing the meaning of new words, normal children at all ages display fast mapping and abide by the constraints tested: mutual exclusivity, whole object and taxonomic. By contrast, while the WS group showed fast mapping and the mutual exclusivity constraint, they did not abide by the whole object or taxonomic constraints. This suggests that measuring only the size of WS vocabulary can distort conclusions about the normalcy of WS language. Our study shows that despite equivalent behaviour (i.e. vocabulary test age), the processes underlying how vocabulary is acquired in WS follow a somewhat different path from that of normal children and that the atypically developing brain is not necessarily a window on normal development.

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