scholarly journals Learning New Words

2001 ◽  
Vol 44 (6) ◽  
pp. 1321-1337 ◽  
Author(s):  
Holly L. Storkel
Keyword(s):  
Word Learning ◽  
Theoretical Models ◽  
Learning Task ◽  
Typically Developing ◽  
Semantic Representations ◽  
Phonotactic Probability ◽  
New Words ◽  
Lexical Representations ◽  
Sound Sequence ◽  
Novel Word Learning

Though the influences of syntactic and semantic regularity on novel word learning are well documented, considerably less is known about the influence of phono-logical regularities on lexical acquisition. The influence of phonotactic probability, a measure of the likelihood of occurrence of a sound sequence, on novel word learning is investigated in this study. Thirty-four typically developing children (from ages 3 years 2 months to 6 years 3 months) participated in a multitrial word-learning task involving nonwords of varying phonotactic probability (common vs. rare) paired with unfamiliar object referents. Form and referent learning were tested following increasing numbers of exposures (1 vs. 4 vs. 7) and following a 1-week delay. Correct responses were analyzed to determine whether phonotactic probability affected rate of word learning, and incorrect responses were analyzed to examine whether phonotactic probability affected the formation of semantic representations, lexical representations, or the association between semantic and lexical representations. Results indicated that common sound sequences were learned more rapidly than rare sound sequences across form and referent learning. In addition, phonotactic probability appeared to nfluence the formation of semantic representations and the association between semantic and lexical representations. These results are integrated with previous findings and theoretical models of language acquisition.

scholarly journals The Emerging Lexicon of Children With Phonological Delays

2004 ◽  
Vol 47 (5) ◽  
pp. 1194-1212 ◽  
Author(s):  
Holly L. Storkel
Keyword(s):  
Learning Task ◽  
Lexical Representation ◽  
Lexical Acquisition ◽  
Small Subset ◽  
Typically Developing ◽  
Phonotactic Probability ◽  
Sound System ◽  
Lexical Representations ◽  
The Status ◽  
Sound Sequence

The effects of phonotactic constraints (i.e., the status of a sound as correctly or incorrectly articulated) and phonotactic probability (i.e., the likelihood of a sound sequence) on lexical acquisition have been investigated independently. This study investigated the interactive influence of phonotactic constraints and phonotactic probability on lexical acquisition in 3 groups of children: children with functional phonological delays (PD), phonology-matched, younger, typically developing children (PM), and age-/vocabulary-matched typically developing peers (AVM). Sixty-eight children participated in a multitrial word-learning task involving nonwords varying in phonotactic constraints (IN vs. OUT) and phonotactic probability (common vs. rare). Correct and error responses were analyzed. Results indicated that OUT sound sequences were learned more rapidly than IN sound sequences. This suggests that OUT sounds may be salient because they represent only a small subset of the child's sound system. The effect of phonotactic probability varied across groups: Children with PD showed a common sound sequence disadvantage, younger PM children showed a common sound sequence advantage, and AVM children showed no effect. Moreover, error analyses indicated that children with PD had particular difficulty creating lexical representations and associations between lexical and semantic representations when learning common sound sequences. Children with PD may rely more heavily on lexical representations to learn new words or may have difficulty learning common sound sequences because of the high degree of similarity between these sequences and other known words. Finally, the effect of phonotactic probability was consistent across IN and OUT sound sequences, suggesting that the lexical representation of both correctly articulated and misarticulated words is based on the adult-target pronunciation.

The Influence of Phonotactic Probability on Nonword Repetition and Fast Mapping in 3-Year-Olds With a History of Expressive Language Delay

2015 ◽  
Vol 58 (6) ◽  
pp. 1773-1779 ◽  
Author(s):  
Michelle MacRoy-Higgins ◽  
Kevin Patrick Dalton
Keyword(s):  
Word Learning ◽  
Language Delay ◽  
Nonword Repetition ◽  
The Novel ◽  
Typically Developing ◽  
Fast Mapping ◽  
Phonotactic Probability ◽  
Lexical Representations ◽  
Late Talkers ◽  
History Of

Purpose The purpose of this study was to examine the influence of phonotactic probability on sublexical (phonological) and lexical representations in 3-year-olds who had a history of being late talkers in comparison with their peers with typical language development. Method Ten 3-year-olds who were late talkers and 10 age-matched typically developing controls completed nonword repetition and fast mapping tasks; stimuli for both experimental procedures differed in phonotactic probability. Results Both participant groups repeated nonwords containing high phonotactic probability sequences more accurately than nonwords containing low phonotactic probability sequences. Participants with typical language showed an early advantage for fast mapping high phonotactic probability words; children who were late talkers required more exposures to the novel words to show the same advantage for fast mapping high phonotactic probability words. Conclusions Children who were late talkers showed similar sensitivities to phonotactic probability in nonword repetition and word learning when compared with their peers with no history of language delay. However, word learning in children who were late talkers appeared to be slower when compared with their peers.

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.

scholarly journals The Effect of Incremental Changes in Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children

2013 ◽  
Vol 56 (5) ◽  
pp. 1689-1700 ◽  
Author(s):  
Holly L. Storkel ◽  
Daniel E. Bontempo ◽  
Andrew J. Aschenbrenner ◽  
Junko Maekawa ◽  
Su-Yeon Lee
Keyword(s):  
Multilevel Modeling ◽  
Word Learning ◽  
Full Range ◽  
Naming Task ◽  
Neighborhood Density ◽  
Affect Recognition ◽  
Long Term Memory ◽  
Phonotactic Probability ◽  
Sound Sequence

Purpose Phonotactic probability or neighborhood density has predominately been defined through the use of gross distinctions (i.e., low vs. high). In the current studies, the authors examined the influence of finer changes in probability (Experiment 1) and density (Experiment 2) on word learning. Method The authors examined the full range of probability or density by sampling 5 nonwords from each of 4 quartiles. Three- and 5-year-old children received training on nonword–nonobject pairs. Learning was measured in a picture-naming task immediately following training and 1 week after training. Results were analyzed through the use of multilevel modeling. Results A linear spline model best captured nonlinearities in phonotactic probability. Specifically, word learning improved as probability increased in the lowest quartile, worsened as probability increased in the mid-low quartile, and then remained stable and poor in the 2 highest quartiles. An ordinary linear model sufficiently described neighborhood density. Here, word learning improved as density increased across all quartiles. Conclusion Given these different patterns, phonotactic probability and neighborhood density appear to influence different word learning processes. Specifically, phonotactic probability may affect recognition that a sound sequence is an acceptable word in the language and is a novel word for the child, whereas neighborhood density may influence creation of a new representation in long-term memory.

Attention and word learning in toddlers who are late talkers

2015 ◽  
Vol 43 (5) ◽  
pp. 1020-1037 ◽  
Author(s):  
MICHELLE MACROY-HIGGINS ◽  
ELIZABETH A. MONTEMARANO
Keyword(s):  
Language Development ◽  
Word Learning ◽  
Learning Task ◽  
Attention Allocation ◽  
The Novel ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Late Talkers ◽  
Novel Words

AbstractThe purpose of this study was to examine attention allocation in toddlers who were late talkers and toddlers with typical language development while they were engaged in a word-learning task in order to determine if differences exist. Two-year-olds who were late talkers (11) and typically developing toddlers (11) were taught twelve novel pseudo-words for unfamiliar objects over ten training sessions. The toddlers' attention allocation during the word-learning sessions was measured as well as their comprehension of the newly learned words. Late talkers showed reduced attention allocation to objects during word-training sessions, and also comprehended fewer of the novel words than toddlers with typical language development. Attention allocation was found to be a stronger predictor of word learning as compared to cognition and auditory comprehension. Reduced attention allocation may contribute to the early lexical delay characteristic in late talkers.

The effect of a bilingual learning mode on the establishment of lexical semantic representations in the L2

2013 ◽  
Vol 17 (3) ◽  
pp. 572-588 ◽  
Author(s):  
IRINA ELGORT ◽  
ANNA E. PIASECKI
Keyword(s):  
Word Learning ◽  
Alternative Explanation ◽  
Learning Approach ◽  
Semantic Features ◽  
Semantic Representations ◽  
Lexical Semantic ◽  
Lexical Representations ◽  
Orthographic Representations ◽  
Bilingual Learning

Deliberate vocabulary learning is common in the L2, however, questions remain about most efficient and effective forms of this learning approach. Bilingual models of L2 word learning and processing can be used to make predictions about outcomes of learning new vocabulary from bilingual (L2–L1) flashcards, and these predictions can be tested experimentally. In the present study, 41 late adult German–English bilinguals learned 48 English pseudowords using bilingual flashcards. Quality of component lexical representations established for the studied items was probed using form priming and semantic priming. The results show that, although all participants were able to establish robust orthographic representations of the studied items, only bilinguals with large L2 vocabularies established high-quality lexical semantic representations. With neither the Revised Hierarchical Model (RHM) nor the Sense Model able to fully account for these findings, an alternative explanation based on a distributed semantic features view of word learning is proposed. Learning implications of the findings are discussed.

scholarly journals Learning and Remembering New Words: Clinical Illustrations From Children With Specific Language Impairment

2015 ◽  
Vol 22 (4) ◽  
pp. 138-146 ◽  
Author(s):  
Rouzana Komesidou ◽  
Holly L. Storkel
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Kindergarten Children ◽  
Memory Retention ◽  
Specific Language ◽  
New Words ◽  
Good Learning ◽  
Novel Word Learning ◽  
The Relationship

The learning of a new word involves at least two processes: learning from input and memory evolution in the absence of input. The authors will review the literature and describe the relationship between these two processes and novel word learning by children with specific language impairment (SLI). Cases from an ongoing preliminary clinical trial of word learning in kindergarten children with SLI will serve as clinical illustrations. In particular, one case will be used to demonstrate a pattern of good learning from input and good memory retention (i.e., desirable learning pattern during treatment). Three additional cases will be used to illustrate patterns indicative of poor learning from input and/or poor memory retention. Suggestions will be provided concerning how treatment can be altered when these patterns appear, to promote desirable learning outcomes.

scholarly journals Word learning deficit among Chinese dyslexic children

2006 ◽  
Vol 33 (1) ◽  
pp. 145-161 ◽  
Author(s):  
CONNIE SUK-HAN HO ◽  
DAVID W. CHAN ◽  
SUK-MAN TSANG ◽  
SUK-HAN LEE ◽  
KEVIN K. H. CHUNG
Keyword(s):  
Word Learning ◽  
Word Association ◽  
Learning Task ◽  
Control Group ◽  
Long Term Memory ◽  
New Words ◽  
Dyslexic Group ◽  
Word Writing ◽  
Own Name

The present study examined word learning difficulties in Chinese dyslexic children, readers of a nonalphabetic script. A total of 105 Hong Kong Chinese children were recruited and divided into three groups: Dyslexic (mean age 8;8), CA control (mean age 8;9), and RL control (mean age 6;11). They were given a word learning task and a familiar word writing task. It was found that the Dyslexic group performed less well than the RL group in learning irregular words over trials but not the regular ones. Error analyses showed that the Dyslexic group made more orthographic and word association errors but less intra-wordlist interference errors than the RL control group. The Dyslexic group also performed significantly less well than both control groups in writing familiar words (e.g. their own name). These findings suggest that Chinese dyslexic children have difficulty learning new words, especially irregular ones, and retaining overlearned words in long-term memory. We conclude that Chinese dyslexic children have a specific impairment in word learning like their alphabetic counterparts.

scholarly journals A review of language regression in autism spectrum disorder and the role of language theories: Towards explanation

2019 ◽  
Vol 4 ◽  
pp. 239694151988922
Author(s):  
Kaitlyn A Clarke
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Morphological Variations ◽  
New Words ◽  
Language Regression ◽  
First Words

Background & aims The purpose of this study is to summarize characteristics of language regression—a phenomenon most commonly associated with autism spectrum disorder, outline language theories of early word learning, and use them to propose theoretical bases to language regression. Method Using a systematic review of the current literature in language regression and a purposive sampling of language theories, hypotheses for the cause of language regression are discussed. Results The following hypotheses were developed based on the reviewed theories of word learning: (a) Initial first words were not true words, but instead were protowords; (b) fast mapped forms never progressed to truly learned words; (c) initial first words were echoed productions of heard words; (d) the described regression is actually a maintenance of previous developmental levels with increasing chronological age. Conclusions It is possible that individuals with autism spectrum disorder are not “losing” words, but instead are not progressing in their ability to learn and use new words. Early word learning in typically developing children is seemingly similar to early development in individuals with autism spectrum disorder; however, the ability to expand from early “intermediate words” to expansive vocabularies, word combinations, and morphological variations is impeded. Clinical implications for evaluation of word “loss” and treatments are discussed.

scholarly journals Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density

2013 ◽  
Vol 41 (6) ◽  
pp. 1224-1248 ◽  
Author(s):  
CRISTINA MCKEAN ◽  
CAROLYN LETTS ◽  
DAVID HOWARD
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Phonological Processing ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Group Differences ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Phonotactic Probability ◽  
Phonological Representations

ABSTRACTThe effect of phonotactic probability (PP) and neighbourhood density (ND) on triggering word learning was examined in children with Language Impairment (3;04–6;09) and compared to Typically Developing children. Nonwords, varying PP and ND orthogonally, were presented in a story context and their learning tested using a referent identification task. Group comparisons with receptive vocabulary as a covariate found no group differences in overall scores or in the influence of PP or ND. Therefore, there was no evidence of atypical lexical or phonological processing. ‘Convergent’ PP/ND (High PP/High ND; Low PP/Low ND) was optimal for word learning in both groups. This bias interacted with vocabulary knowledge. ‘Divergent’ PP/ND word scores (High PP/Low ND; Low PP/High ND) were positively correlated with vocabulary so the ‘divergence disadvantage’ reduced as vocabulary knowledge grew; an interaction hypothesized to represent developmental changes in lexical–phonological processing linked to the emergence of phonological representations.

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