Nouns Mark Category Relations: Toddlers' and Preschoolers' Word-Learning Biases

1990 ◽  
Vol 61 (5) ◽  
pp. 1461 ◽  
Author(s):  
Sandra R. Waxman ◽  
Toby D. Kosowski
Keyword(s):  
Word Learning ◽  
Learning Biases

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

Acquiring Proper Nouns for Familiar and Unfamiliar Animate Objects: Two-Year-Olds' Word-Learning Biases

1991 ◽  
Vol 62 (5) ◽  
pp. 1142 ◽  
Author(s):  
D. Geoffrey Hall
Keyword(s):  
Word Learning ◽  
Learning Biases ◽  
Proper Nouns

scholarly journals An Innovative Approach to the Study of Word Learning Biases

2012 ◽  
Vol 3 ◽  
Author(s):  
Lauren Krogh
Keyword(s):  
Word Learning ◽  
Innovative Approach ◽  
Learning Biases

scholarly journals Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks

2016 ◽  
Vol 41 ◽  
pp. 73-95 ◽  
Author(s):  
Eliana Colunga ◽  
Clare E. Sims
Keyword(s):  
Word Learning ◽  
Learning Biases ◽  
Late Talker

The Effects of Word-Learning Biases on Children's Concept of Angle

2014 ◽  
Vol 86 (1) ◽  
pp. 319-326 ◽  
Author(s):  
Dominic J. Gibson ◽  
Eliza L. Congdon ◽  
Susan C. Levine
Keyword(s):  
Word Learning ◽  
Learning Biases

scholarly journals Vocabulary Development and the Shape Bias in Children With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Lynn K. Perry ◽  
Amy L. Meltzer ◽  
Sarah C. Kucker
Keyword(s):  
Hearing Loss ◽  
Word Learning ◽  
Hearing Aids ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Language Delays ◽  
Vocabulary Size ◽  
Learning Biases ◽  
Shape Bias ◽  
Children With Hearing Loss

Purpose Although children with hearing loss (HL) can benefit from cochlear implants (CIs) and hearing aids (HAs), they often show language delays. Moreover, little is known about the mechanisms by which children with HL learn words. One mechanism by which typically hearing (TH) children learn words is by acquiring word learning biases such as the “shape bias,” that is, generalizing the names of novel solid objects by similarity in shape. In TH children, the shape bias emerges out of regularities in the early vocabulary and, once acquired, has consequences for subsequent vocabulary development. Method Here, we ask whether children with HL exhibit similar word learning biases as TH children. In the current study, nineteen 2- to 3.5-year-old children with HL generalized the names of novel objects by similarity in shape or material. We compared their performance to that of 20 TH children matched on age and 20 TH children matched on vocabulary size. Results Children with HL were significantly less likely than age-matched TH children and vocabulary-matched TH children to generalize novel names to objects of the same shape. However, there was also an interaction such that vocabulary has a stronger effect on novel noun generalization for those with HL than for those who are TH. Exploratory analyses of children with HL reveal similar novel noun generalization and vocabulary sizes in children who use CIs and those who use HAs, regardless of hearing age or degree of HL. Conclusion Together, the results suggest that, although vocabulary knowledge drives development of the shape bias in general for all children, it may be especially important for children with HL, who are at risk for language delays.

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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