Supplemental Material for Sound-Symbolism Boosts Novel Word Learning

2016 ◽  
Keyword(s):  
Word Learning ◽  
Sound Symbolism ◽  
Novel Word Learning

scholarly journals Sound-symbolism boosts novel word learning.

2016 ◽  
Vol 42 (8) ◽  
pp. 1274-1281 ◽  
Author(s):  
Gwilym Lockwood ◽  
Mark Dingemanse ◽  
Peter Hagoort
Keyword(s):  
Word Learning ◽  
Sound Symbolism ◽  
Novel Word Learning

Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

2020 ◽  
Vol 63 (1) ◽  
pp. 345-356
Author(s):  
Meital Avivi-Reich ◽  
Megan Y. Roberts ◽  
Tina M. Grieco-Calub
Keyword(s):  
Word Learning ◽  
Signal To Noise Ratio ◽  
Preschool Age ◽  
Exposure Condition ◽  
Signal To Noise ◽  
Verbal Recall ◽  
Referent Selection ◽  
Main Effect ◽  
Noise Ratio ◽  
Novel Word Learning

Purpose This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method Eight 3-year-old children were exposed to a total of 8 novel word–object pairs across 2 story books presented digitally. Each story contained 4 novel consonant–vowel–consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word–object pairs on 5 separate days within a 2-week span. Results A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word–object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3–5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

Positive emotion of self-referential contexts could facilitate adult’s novel word learning: An fNIRS study

2021 ◽  
Vol 221 ◽  
pp. 104994
Author(s):  
Enhui Li ◽  
Feng Xiao ◽  
Tiantian Zou ◽  
Jingjing Guo
Keyword(s):  
Word Learning ◽  
Positive Emotion ◽  
Novel Word Learning

scholarly journals A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Laurence B. Leonard ◽  
Sharon L. Christ ◽  
Patricia Deevy ◽  
Jeffrey D. Karpicke ◽  
Christine Weber ◽  
...  
Keyword(s):  
Language Development ◽  
Outcome Measures ◽  
Word Learning ◽  
Language Disorder ◽  
Learning Condition ◽  
Modeling Framework ◽  
Spaced Retrieval ◽  
Retrieval Condition ◽  
Mixed Effects Modeling ◽  
Novel Word Learning

Abstract Background Many children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures. Methods In this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated. Results Across the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. Conclusions Overall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention.

Learning Through Processing: Toward an Integrated Approach to Early Word Learning

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Stephan C. Meylan ◽  
Elika Bergelson
Keyword(s):  
Word Learning ◽  
Empirical Work ◽  
Integrated Approach ◽  
Linguistic Knowledge ◽  
Annual Review ◽  
Publication Date ◽  
Learning Mechanisms ◽  
Lexical Knowledge ◽  
Novel Word Learning

Children's linguistic knowledge and the learning mechanisms by which they acquire it grow substantially in infancy and toddlerhood, yet theories of word learning largely fail to incorporate these shifts. Moreover, researchers’ often-siloed focus on either familiar word recognition or novel word learning limits the critical consideration of how these two relate. As a step toward a mechanistic theory of language acquisition, we present a framework of “learning through processing” and relate it to the prevailing methods used to assess children's early knowledge of words. Incorporating recent empirical work, we posit a specific, testable timeline of qualitative changes in the learning process in this interval. We conclude with several challenges and avenues for building a comprehensive theory of early word learning: better characterization of the input, reconciling results across approaches, and treating lexical knowledge in the nascent grammar with sufficient sophistication to ensure generalizability across languages and development. Expected final online publication date for the Annual Review of Linguistics, Volume 8 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Vocal production and novel word learning in the first year

2019 ◽  
Vol 46 (3) ◽  
pp. 606-616
Author(s):  
Marinella MAJORANO ◽  
Tamara BASTIANELLO ◽  
Marika MORELLI ◽  
Manuela LAVELLI ◽  
Marilyn M. VIHMAN
Keyword(s):  
Word Learning ◽  
Speech Processing ◽  
First Year ◽  
Vocal Production ◽  
Only Children ◽  
Preferential Looking ◽  
Novel Word Learning ◽  
The Relationship

AbstractPrevious studies have demonstrated an effect of early vocal production on infants’ speech processing and later vocabulary. This study focuses on the relationship between vocal production and new word learning. Thirty monolingual Italian-learning infants were recorded at about 11 months, to establish the extent of their consonant production. In parallel, the infants were trained on novel word–object pairs, two consisting of early learned consonants (ELC), two consisting of late learned consonants (LLC). Word learning was assessed through Preferential Looking. The results suggest that vocal production supports word learning: Only children with higher, consistent consonant production attended more to the trained ELC images.

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