scholarly journals Word Learning Processes in Children With Cochlear Implants

2013 ◽  
Vol 56 (2) ◽  
pp. 375-387 ◽  
Author(s):  
Elizabeth A. Walker ◽  
Karla K. McGregor
Keyword(s):  
Retention Interval ◽  
Cochlear Implants ◽  
Word Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Fast Mapping ◽  
Novel Object ◽  
Hearing Children

Purpose To determine whether 3 aspects of the word learning process—fast mapping, retention, and extension—are problematic for children with cochlear implants (CIs). Method The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode. Comprehension and production were measured immediately following training (fast mapping) as well as 1 day later (retention). Extension was measured in terms of the ability of the participants to identify new (untrained) exemplars. Results Compared with their hearing age-mates, children with CIs performed marginally more poorly on fast mapping as measured by the comprehension probe and more poorly on retention as measured by comprehension and production probes. The age-mates improved over the retention interval, but the children with CIs did not. Most of the children with CIs performed similarly to their age-mates on extension, but 2 children underextended, and 5 children failed to understand the task. Compared with younger vocabulary-matched peers, children with CIs did not differ at fast mapping, retention, or extension. Conclusions Children with CIs demonstrated deficits in word learning, with retention being especially problematic. Their learning did not differ from that of younger children with similarly sized vocabularies.

scholarly journals Children’s ability to use speaker certainty in learning novel words

2013 ◽  
Vol 30 ◽  
pp. 1-12 ◽  
Author(s):  
Myrthe Bergstra ◽  
Hannah de Mulder ◽  
Peter Coopmans
Keyword(s):  
Word Learning ◽  
Learning Process ◽  
Learning Task ◽  
Novel Object ◽  
Dutch Children ◽  
Novel Words

One of the cues that children might use in learning words is the level of certainty that speakers demonstrate in their naming of a novel object. This study presented 52 4–5 year old Dutch children with a word-learning task in which two puppets each used the same label for a different novel object. In three conditions, puppets expressed their level of speaker certainty lexically (e.g. ‘I know this is a mit’ vs. ‘I think this is a mit’), they used discourse means to convey certainty (e.g. ‘I play with this a lot. Yes, a mit’, vs. ‘I’ve never played with this. Well, a mit’) or they combined the two. In all conditions, children were more likely to pick the object referred to by the more certain puppet as the referent of the new word, demonstrating that speaker certainty is a relevant cue in the word learning process.

Word learning in Italian preschool children with cochlear implants

2016 ◽  
Vol 16 (2) ◽  
Author(s):  
Marinella Majorano ◽  
Letizia Guerzoni ◽  
Alessandra Murri ◽  
Laura Guidotti ◽  
Marika Morelli ◽  
...  
Keyword(s):  
Preschool Children ◽  
Cochlear Implants ◽  
Word Learning ◽  
Learning Task ◽  
Typically Developing ◽  
Fast Mapping ◽  
Matched Group ◽  
Learning Procedure

AbstractThe aim of this study was to assess word learning in Italian preschool children with cochlear implants (CIs). Fifteen children with CIs (CI-group) and two groups of typically developing (TD) children, one age-matched group (CATD-group) and one of the same hearing age (HATD-group), participated in the study. A word-learning task was assigned to each child in which the numbers of correct, incorrect and absent responses were considered, both for comprehension and production. The learning procedure comprised eight nonwords and the children were tested immediately (fast mapping) and after 2 h (retention). In the word-learning task, the children with CIs displayed lower scores than the CATD-group and higher scores than the HATD-group both for comprehension and production and for fast mapping and retention. Fast mapping (comprehension and production) is significantly related to the children’s age at CI activation, while in the retention phase the correlation is significant only for comprehension. Although children with CI display slight limitations in word learning relative to age-matched children, the limitation is less severe with earlier CI activation.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

Could we please lose the mapping metaphor, please?

2001 ◽  
Vol 24 (6) ◽  
pp. 1119-1120 ◽  
Author(s):  
Michael Tomasello
Keyword(s):  
Social Cognition ◽  
Word Learning ◽  
Learning Process ◽  
Cultural Learning ◽  
Mind Reading ◽  
Linguistic Communication ◽  
Learning Skills ◽  
One Year

Although Bloom gives more credit to social cognition (mind reading) than do most other theorists of word learning, he does not go far enough. He still relies fundamentally on a learning process of association (or mapping), neglecting the joint attentional and cultural learning skills from which linguistic communication emerges at one year of age.

The effects of emotional context and exposure frequency on L2 contextual word learning

2021 ◽  
pp. 136700692110165
Author(s):  
Sijia Hao ◽  
Lijuan Liang ◽  
Jue Wang ◽  
Huanhuan Liu ◽  
Baoguo Chen
Keyword(s):  
Recognition Test ◽  
Word Learning ◽  
Learning Process ◽  
Recall Test ◽  
Emotional Valence ◽  
Emotional Information ◽  
Neutral Context ◽  
Emotional Context ◽  
Exposure Frequency ◽  
Form Recognition

Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

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.

Speech production accuracy of children with auditory brainstem implants: A comparison with peers with cochlear implants and typical hearing using Levenshtein Distance

2021 ◽  
pp. 014272372110422
Author(s):  
Jolien Faes ◽  
Joris Gillis ◽  
Steven Gillis
Keyword(s):  
Cochlear Implants ◽  
Spontaneous Speech ◽  
Auditory Brainstem ◽  
Speech Development ◽  
Levenshtein Distance ◽  
Limited Information ◽  
Sensorineural Hearing Impairment ◽  
Auditory Brainstem Implants ◽  
Considerable Individual Variation ◽  
Hearing Children

Auditory brainstem implantation (ABI) is a recent innovation in pediatric hearing restoration in children with a sensorineural hearing impairment. Only limited information is available on the spontaneous speech development of severe-to-profound congenitally hearing-impaired children who received an ABI. The purpose of this study was to investigate longitudinally the accuracy of ABI children’s word productions in spontaneous speech in comparison to the accuracy of children who received a cochlear implant and children with normal hearing. The data of this study consist of recordings of the spontaneous speech of the first three Dutch-speaking children living in Belgium who received an ABI. The children’s utterances were phonemically transcribed and for each word, the distance between the child’s production and the standard adult phonemic transcription was computed using the Levenshtein Distance as a metric. The same procedure was applied to the longitudinal data of the children with CI and the normally hearing children. The main result was that the Levenshtein Distance decreased in the three children with ABI but it remained significantly higher than that of children with typical hearing and cochlear implants matched on chronological age, hearing age, and lexicon size. In other words, the phonemic accuracy increased in the children with ABI but stayed well below that of children without hearing loss and children with cochlear implants. Moreover, the analyses revealed considerable individual variation between the children with ABI.

scholarly journals Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 113-118 ◽  
Author(s):  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Cochlear Implants ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Sentence Condition ◽  
Language Outcome ◽  
The Mean ◽  
Hearing Children ◽  
Proportion Correct ◽  
Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

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