scholarly journals Word segmentation and mapping in early word learning

2019 ◽  
pp. 75-90
Author(s):  
Laura Bosch ◽  
Maria Teixidó ◽  
Thais Agut Quijano
Keyword(s):  
Word Learning ◽  
Word Segmentation

Multimodal infant-directed communication: how caregivers combine tactile and linguistic cues

2016 ◽  
Vol 44 (5) ◽  
pp. 1088-1116 ◽  
Author(s):  
RANA ABU-ZHAYA ◽  
AMANDA SEIDL ◽  
ALEJANDRINA CRISTIA
Keyword(s):  
Word Learning ◽  
Infant Development ◽  
Word Segmentation ◽  
Body Parts ◽  
Linguistic Cues ◽  
Speech Cues ◽  
Tactile Cues

AbstractBoth touch and speech independently have been shown to play an important role in infant development. However, little is known about how they may be combined in the input to the child. We examined the use of touch and speech together by having mothers read their 5-month-olds books about body parts and animals. Results suggest that speech+touch multimodal events are characterized by more exaggerated touch and speech cues. Further, our results suggest that maternal touches are aligned with speech and that mothers tend to touch their infants in locations that are congruent with names of body parts. Thus, our results suggest that tactile cues could potentially aid both infant word segmentation and word learning.

scholarly journals Replication of Finn & Hudson Kam (2008) The curse of knowledge: First language knowledge impairs adult learners’ use of novel statistics for word segmentation, Exp. 3

2017 ◽  
Author(s):  
Gina Iozzo ◽  
Katie Lamirato ◽  
Joshua K. Hartshorne
Keyword(s):  
Adult Learners ◽  
Word Learning ◽  
First Language ◽  
Word Segmentation ◽  
Language Knowledge ◽  
Curse Of Knowledge

We replicated Exp. 3 of Finn & Hudson Kam (2008) The curse of knowledge: First language knowledge impairs adult learners’ use of novel statistics for word segmentation, Cognition, 108, 477-499. This experiment was part of a larger project to systematically replicate as many experiments involving statistical word learning in adults as possible.

scholarly journals Toddlers’ Ability to Leverage Statistical Information to Support Word Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Erica M. Ellis ◽  
Arielle Borovsky ◽  
Jeffrey L. Elman ◽  
Julia L. Evans
Keyword(s):  
Word Learning ◽  
Economic Status ◽  
Learning Task ◽  
Word Segmentation ◽  
Statistical Information ◽  
Artificial Language ◽  
Vocabulary Size ◽  
Fluent Speech ◽  
Socio Economic Status ◽  
Statistical Regularities

PurposeThis study investigated whether the ability to utilize statistical regularities from fluent speech and map potential words to meaning at 18-months predicts vocabulary at 18- and again at 24-months.MethodEighteen-month-olds (N = 47) were exposed to an artificial language with statistical regularities within the speech stream, then participated in an object-label learning task. Learning was measured using a modified looking-while-listening eye-tracking design. Parents completed vocabulary questionnaires when their child was 18-and 24-months old.ResultsAbility to learn the object-label pairing for words after exposure to the artificial language predicted productive vocabulary at 24-months and amount of vocabulary change from 18- to 24 months, independent of non-verbal cognitive ability, socio-economic status (SES) and/or object-label association performance.ConclusionEighteen-month-olds’ ability to use statistical information derived from fluent speech to identify words within the stream of speech and then to map the “words” to meaning directly predicts vocabulary size at 24-months and vocabulary change from 18 to 24 months. The findings support the hypothesis that statistical word segmentation is one of the important aspects of word learning and vocabulary acquisition in toddlers.

scholarly journals Replication of Saffran, Johnson, Aslin, & Newport (1999) Statistical learning of tone sequences by human infants and adults, Exp. 2

2018 ◽  
Author(s):  
Kara Murdock ◽  
Kelsey Trimm ◽  
Juliani Vidal ◽  
Joshua K. Hartshorne
Keyword(s):  
Statistical Learning ◽  
Word Learning ◽  
Word Segmentation ◽  
Human Infants

In this paper, we describe a replication of Experiment 2from a classic statistical word-segmentation paper by Saffran,Johnson, Aslin, and Newport (1999). This experimentwas part of a larger project to systematically replicateas many experiments involving statistical word learning inadults as possible.

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.

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.

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