The role of competition in word learning via referent selection

2010 ◽  
Vol 13 (5) ◽  
pp. 706-713 ◽  
Author(s):  
Jessica S. Horst ◽  
Emilly J. Scott ◽  
Jessica A. Pollard
Keyword(s):  
Word Learning ◽  
Referent Selection

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.

The role of emotion in word learning

2010 ◽  
Vol 180 (8) ◽  
pp. 1065-1078 ◽  
Author(s):  
S.N. Doan
Keyword(s):  
Word Learning

scholarly journals The role of character positional frequency on Chinese word learning during natural reading

PLoS ONE ◽  
2017 ◽  
Vol 12 (11) ◽  
pp. e0187656 ◽  
Author(s):  
Feifei Liang ◽  
Hazel I. Blythe ◽  
Xuejun Bai ◽  
Guoli Yan ◽  
Xin Li ◽  
...  
Keyword(s):  
Word Learning ◽  
Chinese Word

Using Speakers' Referential Intentions to Model Early Cross-Situational Word Learning

2009 ◽  
Vol 20 (5) ◽  
pp. 578-585 ◽  
Author(s):  
Michael C. Frank ◽  
Noah D. Goodman ◽  
Joshua B. Tenenbaum
Keyword(s):  
Computational Model ◽  
Word Learning ◽  
Word Meaning ◽  
Mutual Exclusivity ◽  
Object Individuation ◽  
Word Meanings ◽  
Inference Problems ◽  
Corpus Data ◽  
Situational Learning

Word learning is a “chicken and egg” problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.

scholarly journals The Role of Single Talker Acoustic Variation in Early Word Learning

2014 ◽  
Vol 11 (1) ◽  
pp. 66-79 ◽  
Author(s):  
Marcus E. Galle ◽  
Keith S. Apfelbaum ◽  
Bob McMurray
Keyword(s):  
Word Learning ◽  
Acoustic Variation

scholarly journals The Role of Auditory and Visual Speech in Word Learning at 18 Months and in Adulthood

2017 ◽  
Vol 88 (6) ◽  
pp. 2043-2059 ◽  
Author(s):  
Mélanie Havy ◽  
Afra Foroud ◽  
Laurel Fais ◽  
Janet F. Werker
Keyword(s):  
Word Learning ◽  
Visual Speech

scholarly journals Examining the role of social cues in early word learning

2011 ◽  
Vol 34 (1) ◽  
pp. 211-214 ◽  
Author(s):  
Alicia M. Briganti ◽  
Leslie B. Cohen
Keyword(s):  
Word Learning ◽  
Social Cues
Sign in / Sign up

Export Citation Format

Share Document