Special session: Dynamic interactions between visual experiences, actions and word learning

2014 ◽  
Author(s):  
Beata J. Grzyb ◽  
Allegra Cattani ◽  
Angelo Cangelosi ◽  
Caroline Floccia ◽  
Hanako Yoshida ◽  
...  
Keyword(s):  
Word Learning ◽  
Special Session ◽  
Dynamic Interactions

Solving the mechanisms responsible for organelle behavior in vivo by same-cell correlative light and electron microscopy

1992 ◽  
Vol 50 (1) ◽  
pp. 14-15
Author(s):  
Conly L. Rieder
Keyword(s):  
Electron Microscopy ◽  
Quantitative Analysis ◽  
Light Microscopy ◽  
Living Cell ◽  
Light And Electron Microscopy ◽  
Time Behavior ◽  
Dynamic Interactions ◽  
Positive Identification ◽  
Cellular Components

The behavior of many cellular components, and their dynamic interactions, can be characterized in the living cell with considerable spatial and temporal resolution by video-enhanced light microscopy (video-LM). Indeed, under the appropriate conditions video-LM can be used to determine the real-time behavior of organelles ≤ 25-nm in diameter (e.g., individual microtubules—see). However, when pushed to its limit the structures and components observed within the cell by video-LM cannot be resolved nor necessarily even identified, only detected. Positive identification and a quantitative analysis often requires the corresponding electron microcopy (EM).

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.

The Heterogeneity of Word Learning Biases in Late-Talking Children

2019 ◽  
Vol 62 (3) ◽  
pp. 554-563 ◽  
Author(s):  
Lynn K. Perry ◽  
Sarah C. Kucker
Keyword(s):  
Word Learning ◽  
Learning Biases

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.

Clinical Issues: What’s in a Word? A Functional Analysis of Word Learning

2005 ◽  
Vol 12 (3) ◽  
pp. 4-8 ◽  
Author(s):  
Prahlad Gupta
Keyword(s):  
Functional Analysis ◽  
Word Learning ◽  
Clinical Issues

Noise Hampers Children’s Expressive Word Learning

ASHA Leader ◽  
2013 ◽  
Vol 18 (5) ◽  
pp. 33-33
Keyword(s):  
Word Learning
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