scholarly journals Differentiating Phonotactic Probability and Neighborhood Density in Adult Word Learning

2006 ◽  
Vol 49 (6) ◽  
pp. 1175-1192 ◽  
Author(s):  
Holly L. Storkel ◽  
Jonna Armbrüster ◽  
Tiffany P. Hogan
Keyword(s):  
Word Learning ◽  
Neighborhood Density ◽  
Phonotactic Probability

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.

scholarly journals The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary

2010 ◽  
Vol 38 (3) ◽  
pp. 628-643 ◽  
Author(s):  
HOLLY L. STORKEL ◽  
JILL R. HOOVER
Keyword(s):  
Preschool Children ◽  
Probability Density ◽  
Word Learning ◽  
Picture Naming ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Phonotactic Probability ◽  
Density Effects ◽  
Floor Effects

ABSTRACTThe goal of this study was to examine the influence of part-word phonotactic probability/neighborhood density on word learning by preschool children with normal vocabularies that varied in size. Ninety-eight children (age 2 ; 11–6 ; 0) were taught consonant-vowel-consonant (CVC) nonwords orthogonally varying in the probability/density of the CV (i.e. body) and VC (i.e. rhyme). Learning was measured via picture naming. Children with the lowest expressive vocabulary scores showed no effect of either CV or VC probability/density, although floor effects could not be ruled out. In contrast, children with low or high expressive vocabulary scores demonstrated sensitivity to part-word probability/density with the nature of the effect varying by group. Children with the highest expressive vocabulary scores displayed yet a third pattern of part-word probability/density effects. Taken together, word learning by preschool children was influenced by part-word probability/density but the nature of this influence appeared to depend on the size of the lexicon.

scholarly journals Effect of Phonotactic Probability and Neighborhood Density on Word-Learning Configuration by Preschoolers With Typical Development and Specific Language Impairment

2014 ◽  
Vol 57 (3) ◽  
pp. 1011-1025 ◽  
Author(s):  
Shelley Gray ◽  
Andrea Pittman ◽  
Juliet Weinhold
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Neighborhood Density ◽  
Learning Context ◽  
Phonotactic Probability ◽  
Specific Language ◽  
Computer Based Learning ◽  
Word Forms ◽  
And Gender

Purpose In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method One hundred thirty-one children participated: 48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion Phonotactic probability and neighborhood density had different effects on each group that may be related to children's ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.

scholarly journals Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies

2012 ◽  
Vol 28 (1) ◽  
pp. 101-121
Author(s):  
Kimberly D McDowell ◽  
Jeri Carroll
Keyword(s):  
Phonological Awareness ◽  
Word Learning ◽  
Oral Language ◽  
Speech Sound ◽  
Absolute Number ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Expressive Vocabulary ◽  
Phonotactic Probability

The purpose of this study was twofold: (1) to examine the relations between speech sound accuracy, vocabulary, and phonological awareness, and (2) to examine the effect of word properties of neighborhood density and phonotactic probability on word learning within a storybook context, for children with and without speech sound inaccuracies. Fifty K–1 children (aged 5–6 years; 25 with, 25 without speech sound inaccuracies) completed inclusionary measures of oral language, speech sound accuracy, hearing screening, oral–motor screening, and nonverbal intelligence. Participants completed study-specific measures of standardized receptive and expressive vocabulary, stimuli-specific vocabulary knowledge, and phonological awareness. Twice weekly, for 30 minutes, an 11-week storybook-based intervention took place, targeting word learning, with words selected based on density and probability. Storybooks were researcher generated to intentionally manipulate the word properties of the stimuli words. Each storybook contained two stimuli words, four exposures per word per reading. Results indicated that both speech sound accuracy and vocabulary predicted unique variance in phonological awareness in children with speech sound inaccuracies. No statistically significant differences in the absolute number of words children learned emerged. Group differences were noted in emerging word knowledge with typically developing children outperforming children with speech sound inaccuracies. Differences were noted in the types of words that children learned. Results suggest that children with speech sound inaccuracies may be at risk for later reading difficulties. Speech language pathologists need to be targeting words that promote change within a child’s phonological system (sublexical) and his/her lexical system.

scholarly journals The Effects of Phonotactic Probability and Neighborhood Density on Adults' Word Learning in Noisy Conditions

2016 ◽  
Vol 25 (4) ◽  
pp. 547-560 ◽  
Author(s):  
Min Kyung Han ◽  
Holly L. Storkel ◽  
Jaehoon Lee ◽  
Casey Cox
Keyword(s):  
Word Learning ◽  
Auditory Processing ◽  
Signal To Noise Ratio ◽  
Naming Task ◽  
Neighborhood Density ◽  
Phonotactic Probability ◽  
Listening Condition ◽  
Sound Sequence ◽  
Noisy Conditions ◽  
Main Effects

Purpose Noisy conditions make auditory processing difficult. This study explores whether noisy conditions influence the effects of phonotactic probability (the likelihood of occurrence of a sound sequence) and neighborhood density (phonological similarity among words) on adults' word learning. Method Fifty-eight adults learned nonwords varying in phonotactic probability and neighborhood density in either an unfavorable (0-dB signal-to-noise ratio [SNR]) or a favorable (+8-dB SNR) listening condition. Word learning was assessed using a picture naming task by scoring the proportion of phonemes named correctly. Results The unfavorable 0-dB SNR condition showed a significant interaction between phonotactic probability and neighborhood density in the absence of main effects. In particular, adults learned more words when phonotactic probability and neighborhood density were both low or both high. The +8-dB SNR condition did not show this interaction. These results are inconsistent with those from a prior adult word learning study conducted under quiet listening conditions that showed main effects of word characteristics. Conclusions As the listening condition worsens, adult word learning benefits from a convergence of phonotactic probability and neighborhood density. Clinical implications are discussed for potential populations who experience difficulty with auditory perception or processing, making them more vulnerable to noise.

Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighborhood Density

2017 ◽  
Vol 60 (12) ◽  
pp. 3551-3560 ◽  
Author(s):  
Vishnu KK Nair ◽  
Britta Biedermann ◽  
Lyndsey Nickels
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Neighborhood Density ◽  
Learning Mechanisms ◽  
Phonotactic Probability ◽  
Learning Abilities ◽  
Phonological Neighborhood Density ◽  
Bilingual Speakers ◽  
Novel Word Learning ◽  
Phonological Neighborhood

Purpose Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Method Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Results Both bilinguals and monolinguals demonstrated a significant effect of phonotactic probability and phonological neighborhood density. Novel word learning improved when the phonological neighborhood density was higher; in contrast, higher phonotactic probability resulted in worse learning. Although the bilingual speakers showed significantly better novel word learning than monolingual speakers, this did not interact with phonotactic probability and phonological neighborhood density manipulations. Conclusion Both bilingual and monolingual word learning abilities are constrained by the same learning mechanisms. However, bilingual advantages may be underpinned by more effective allocation of cognitive resources due to their dual language experience.

scholarly journals Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

2009 ◽  
Vol 364 (1536) ◽  
pp. 3755-3771 ◽  
Author(s):  
Prahlad Gupta ◽  
Jamie Tisdale
Keyword(s):  
Computational Model ◽  
Word Learning ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Phonotactic Probability ◽  
Term Memory ◽  
The Third ◽  
The Relationship

Word learning is studied in a multitude of ways, and it is often not clear what the relationship is between different phenomena. In this article, we begin by outlining a very simple functional framework that despite its simplicity can serve as a useful organizing scheme for thinking about various types of studies of word learning. We then review a number of themes that in recent years have emerged as important topics in the study of word learning, and relate them to the functional framework, noting nevertheless that these topics have tended to be somewhat separate areas of study. In the third part of the article, we describe a recent computational model and discuss how it offers a framework that can integrate and relate these various topics in word learning to each other. We conclude that issues that have typically been studied as separate topics can perhaps more fruitfully be thought of as closely integrated, with the present framework offering several suggestions about the nature of such integration.

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