scholarly journals Development of Phonological Constancy

2009 ◽  
Vol 20 (5) ◽  
pp. 539-542 ◽  
Author(s):  
Catherine T. Best ◽  
Michael D. Tyler ◽  
Tiffany N. Gooding ◽  
Corey B. Orlando ◽  
Chelsea A. Quann
Keyword(s):  
Word Recognition ◽  
Statistical Learning ◽  
Developmental Change ◽  
Reading Acquisition ◽  
Older Children ◽  
Vocabulary Growth ◽  
Fundamental Insight ◽  
Native Dialect

Efficient word recognition depends on detecting critical phonetic differences among similar-sounding words, or sensitivity to phonological distinctiveness, an ability evident at 19 months of age but unreliable at 14 to 15 months of age. However, little is known about phonological constancy, the equally crucial ability to recognize a word's identity across natural phonetic variations, such as those in cross-dialect pronunciation differences. We show that 15- and 19-month-old children recognize familiar words spoken in their native dialect, but that only the older children recognize familiar words in a dissimilar nonnative dialect, providing evidence for emergence of phonological constancy by 19 months. These results are compatible with a perceptual-attunement account of developmental change in early word recognition, but not with statistical-learning or phonological accounts. Thus, the complementary skills of phonological constancy and distinctiveness both appear at around 19 months of age, together providing the child with a fundamental insight that permits rapid vocabulary growth and later reading acquisition.

Developmental change in children’s speech processing of auditory and visual cues: An eyetracking study

2021 ◽  
pp. 1-25
Author(s):  
Tania S. ZAMUNER ◽  
Theresa RABIDEAU ◽  
Margarethe MCDONALD ◽  
H. Henny YEUNG
Keyword(s):  
Word Recognition ◽  
Lexical Access ◽  
Speech Processing ◽  
Visual Cues ◽  
Developmental Change ◽  
High Accuracy ◽  
Visual Speech ◽  
Older Children ◽  
Target Image ◽  
Children's Speech

Abstract This study investigates how children aged two to eight years (N = 129) and adults (N = 29) use auditory and visual speech for word recognition. The goal was to bridge the gap between apparent successes of visual speech processing in young children in visual-looking tasks, with apparent difficulties of speech processing in older children from explicit behavioural measures. Participants were presented with familiar words in audio-visual (AV), audio-only (A-only) or visual-only (V-only) speech modalities, then presented with target and distractor images, and looking to targets was measured. Adults showed high accuracy, with slightly less target-image looking in the V-only modality. Developmentally, looking was above chance for both AV and A-only modalities, but not in the V-only modality until 6 years of age (earlier on /k/-initial words). Flexible use of visual cues for lexical access develops throughout childhood.

Acquiring Cultural Forms: Cognitive Aspects of Socialization Illustrated by Children's Drawings and Judgments of Drawings

1986 ◽  
Vol 9 (4) ◽  
pp. 485-505 ◽  
Author(s):  
Jacqueline J. Goodnow ◽  
Paula Wilkins ◽  
Leslie Dawes
Keyword(s):  
Cultural Context ◽  
Developmental Change ◽  
Cross Cultural ◽  
Older Children ◽  
Children's Drawings ◽  
Underlying Assumption ◽  
Children’S Drawings ◽  
Cultural Comparisons ◽  
Cultural Forms ◽  
Children’S Exposure

To explore how children come to adopt cultural forms of representation, three studies are presented. Study 1 asks about children's ability to discriminate between 'younger' and 'older' pieces of work, with 'younger and 'older' distinguished on the basis of Developmental Drawing Status (Harris 1963). Study 2 asks about children's preferences and the extent to which they match those of teachers. Study 3 asks about the differences between drawings children produce for themselves and those they produce when asked by an adult for a 'good' drawing. The underlying assumption is that one condition influencing developmental change is children's exposure to work by adults or by older children. The results point to ways of combining cross-cultural comparisons of performances with monocultural work on processes underlying children's productions. They also raise questions about patterns of exposure in any cultural context and about factors involved in the development of discriminations, preferences, and audience expectations.

Working memory in children

1983 ◽  
Vol 302 (1110) ◽  
pp. 325-340 ◽  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Memory Span ◽  
Developmental Change ◽  
Central Processor ◽  
Older Children ◽  
Short Term ◽  
Developmental Growth ◽  
Children's Memory ◽  
Subvocal Rehearsal

It is frequently assumed that the development of children’s abilities in short-term memory reflects changes in a unitary short-term store. This approach makes only poor contact with recent research on adults, which suggests the idea of a more complex ‘ working memory ’ system consisting of a limited-capacity central processor controlling a number of special-purpose stores. Two such stores are (i) the articulatory loop, a subsystem involved in subvocal rehearsal and associated with memory span, and (ii) the visuo-spatial scratch-pad, involved in imagery. This paper considers the applicability of the working memory framework to the study of children’s memory. In adults, memory span for words is affected by their length, varying linearly with the rate at which they can be articulated, and thus presumably rehearsed. Studies of the developmental growth of memory span in children show that the same linear relation describes performance, with older children’s better memory associated with faster rates of articulation. It appears from this that developmental change corresponds to an increase in the efficiency of subvocal rehearsal, with the decay characteristic of the articulatory loop remaining constant. However, although this simple developmental pattern is observed in memory for sequences of spoken words it is not present when the items are nameable pictures. Further investigation shows that older children use the articulatory loop to remember picture names: their performance is sensitive to phonemic similarity of the names and articulatory interference. However, younger children’s performance is not affected by either of these factors but is sensitive to visual similarity. It is suggested that such children may be storing material in the visuo-spatial scratch-pad. An additional aspect of working memory is that separate mechanisms are thought to be involved in memory span and the ‘recency effect’, the tendency for recent items in a list to be remembered well in unordered recall. A review of evidence obtained with children suggests that age differences in these two phenomena are independent. In general, therefore, it seems difficult to interpret the developmental changes reported here in terms of a unitary short-term store, and it is concluded that working memory provides a more promising approach.

A developmental change in selective attention and global form perception

2004 ◽  
Vol 28 (4) ◽  
pp. 358-364 ◽  
Author(s):  
Mafalda Porporino ◽  
Grace Iarocci ◽  
David I. Shore ◽  
Jacob A. Burack
Keyword(s):  
Selective Attention ◽  
Developmental Change ◽  
Developmental Trajectories ◽  
Local Level ◽  
Early Adulthood ◽  
Form Perception ◽  
Global Processing ◽  
Older Children ◽  
Local And Global Processing ◽  
Global And Local

The primary purpose of the present study was to examine the processing of local and global perception in relation to selective attention during development from childhood to early adulthood. Filtering was the specific component of selective attention that was examined. The influence of varying distractor congruency and compatibility on relative local-global processing was also examined. Distractor congruency and compatibility did not differentially affect local and global processing. With the presence of neutral distractors, however, 6- and 8-year-old participants demonstrated a greater increase in RTs for global targets relative to local targets whereas older children and adults showed the same pattern of RTs for both local and global targets. The results are suggestive of separate developmental trajectories for global and local level processes, with global processing undergoing developmental change at least until 8 years of age.

scholarly journals Is Statistical Learning Ability Related to Reading Ability, and If So, Why?

2019 ◽  
Author(s):  
Xenia Schmalz ◽  
Kristina Moll ◽  
Claudio Mulatti ◽  
Gerd Schulte-Körne
Keyword(s):  
Statistical Learning ◽  
Developmental Dyslexia ◽  
Reading Ability ◽  
Empirical Support ◽  
Reading Acquisition ◽  
Bayes Factors ◽  
Learning Ability ◽  
Reading Tests ◽  
Causal Mechanisms ◽  
Potential Mediator

Previous studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition. Causal mechanisms behind this relationship are unclear: Although orthographic sensitivity to letter bigrams may emerge through SL and facilitate reading, there is no empirical support for this link. We test 84 adults on two SL tasks, reading tests, and a bigram sensitivity task. We test for correlations using Bayes factors. This serves to test the prediction that SL and reading ability are correlated and to explore sensitivity to bigram legality as a potential mediator. We find no correlations between SL tasks and reading ability, SL and bigram sensitivity, or between the SL tasks. We conclude that correlating SL with reading ability may not yield replicable results, partly due to low correlations between SL tasks.

scholarly journals Partition dependence in development: Are children’s decisions shaped by the arbitrary grouping of options?

2018 ◽  
Vol 72 (5) ◽  
pp. 1029-1036 ◽  
Author(s):  
Sheri Reichelson ◽  
Alexandra Zax ◽  
Andrea L Patalano ◽  
Hilary C Barth
Keyword(s):  
Resource Allocation ◽  
Developmental Change ◽  
Older Children ◽  
Wide Range ◽  
Zoo Animals ◽  
Partition Dependence

The grouping of options into arbitrary categories influences adults’ decisions about allocating choices or resources among those options; this is called “partition dependence.” Partition dependence has been demonstrated in a wide range of contexts in adults and is often presented as a technique for designing choice architectures that nudge people towards better decisions. Whether children also make partition dependent decisions is unknown, as are potential patterns of developmental change. In this experiment ( N = 159), we examined whether children exhibit partition dependence using a novel resource allocation task. This novel task, distributing food tokens to zoo animals, did elicit partition dependence in our developmental sample. Both older children (ages 7-10 years) and younger children (ages 3-6 years) made partition dependent allocations, and younger children exhibited a larger partition dependence effect than did older children. This work provides the first evidence that children’s decisions, like adults’, are influenced by the arbitrary grouping of the options, and suggests that younger children may be more susceptible to this influence, at least in the context explored here.

Developmental Changes in Free-Recall Learning by Children

1974 ◽  
Vol 35 (2) ◽  
pp. 963-969
Author(s):  
P. G. Aaron ◽  
R. N. Malatesha ◽  
Robert Schwie
Keyword(s):  
Free Recall ◽  
Developmental Change ◽  
Recall Task ◽  
Developmental Changes ◽  
Seventh Graders ◽  
Older Children ◽  
Free Recall Task ◽  
Free Recall Learning ◽  
Modes Of Processing

A free-recall task was tachistoscopically administered to 124 children belonging to four different age levels. Nursery and kindergarten children's recalls were more closely related to clustering measures than those of seventh graders. Older children's recalls did not vary as a function of clustering in their recall. While younger children seem to rely heavily on E's imposed organization, older children seem to utilize divergent modes of processing of information. Such a developmental change provides an explanation for the conflicting findings reported in free-recall studies.

Case-mixing effects on children's word recognition: Lexical feedback and development

2002 ◽  
Vol 55 (2) ◽  
pp. 525-542 ◽  
Author(s):  
Kate Mayall
Keyword(s):  
Word Recognition ◽  
Visual Analysis ◽  
Word Knowledge ◽  
Older Children ◽  
Adult Readers ◽  
Lexical Knowledge ◽  
Lexical Information ◽  
Nonword Naming ◽  
First Case ◽  
Pattern Of Performance

Presenting words in MiXeD cAsE has previously been shown to disrupt naming performance of adult readers. This effect is greater on nonwords than it is on real words. There have been two main accounts of this interaction. First, case mixing may disrupt naming via non-lexical spelling-to-sound correspondences to a greater extent than it disrupts lexical naming. Alternatively, stored lexical knowledge of words may feed back to a visual analysis level during processing of a visually presented word, helping known words to overcome the visual disruption caused by case mixing. In the present study, when young children (aged 6 and 8 years) were tested, case mixing did not disrupt nonword naming more than word naming. However, slightly older children (aged 9 years) demonstrated the same pattern of performance as adults. These results support the view that top-down lexical information can aid overcoming visual disruption to words, and that beginning readers have not developed the stored word knowledge necessary to allow this. In addition, a greater case-mixing effect on high-frequency words for the youngest age group (6-year-olds) suggests that their word recognition may be based more on wholistic visual features than is that of older children.

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