scholarly journals Animals, foods, and household items—oh my! Evidence of 24-30-month-old children’s increasing flexibility in word learning from naturalistic data

2021 ◽  
Vol 25 (1) ◽  
pp. 82-119
Author(s):  
Emily E. Russell ◽  
Mariel Kyger Doerfel
Keyword(s):  
Learning Strategies ◽  
Perceptual Organization ◽  
Word Learning ◽  
Vocabulary Acquisition ◽  
Laboratory Studies ◽  
Object Categories ◽  
Novel Objects ◽  
Perceptual Characteristics ◽  
Rates Of Growth

Abstract At 18 months of age, children frequently generalize (and overgeneralize) novel objects’ labels by shape (Landau et al., 1988). However, data from laboratory studies using ostensive word-learning paradigms indicate that, by three years of age, children generalize the labels of novel objects depending on the objects’ perceptual characteristics and taxonomy (Lavin & Hall, 2001; Jones et al., 1991). The current study sought to document this shift in children’s word-learning strategies using naturalistic data. We tracked children’s vocabularies over a six-month period of time (between 24-30 months of age) and classified their known words according to perceptual organization of the object categories to which they refer (e.g., shape-based, material-based). Children’s vocabulary sizes and rates of growth varied in meaningful ways between types of object categories and between the superordinate categories (e.g., animals, toys) to which the object categories belong. Findings carry implications for two popular accounts of vocabulary acquisition.

Porcellio spinicornis Say (Isopoda) demography. II. A comparison between field and laboratory data

1976 ◽  
Vol 54 (6) ◽  
pp. 825-842 ◽  
Author(s):  
Donald J. McQueen
Keyword(s):  
Field Data ◽  
Laboratory Data ◽  
Field Population ◽  
Laboratory Studies ◽  
The Third ◽  
Terrestrial Isopod ◽  
Independent Laboratory ◽  
Demographic Study ◽  
June July ◽  
Rates Of Growth

Field data from a demographic study of the terrestrial isopod Porcellio spinicornis Say were analyzed and compared with laboratory data reported by McQueen and Carnio. On the study area, which covered 482.8 m2, it was observed that reproduction began when average temperatures were > 13 °C, and that about 86% of the individuals produced one brood and about 30% produced two broods. During 1972, 25 654 offspring were produced and during 1973, 27 664 offspring resulted from reproduction, which took place during May, June, July, and August. By October of both years, these animals attained sizes ranging from 10 to 30 mg and exhibited 42 to 47% survivorship. During the next summer, females grew to between 30 and 50 mg and males to between 20 and 40 mg, and survivorship ranged from 15% in May to 2% in August. During the third summer, females attained sizes ranging from 80 to 100 mg and males from 40 to 70 mg. Survivorship during this period ranged from 1% in May to 0% in August. All rates of growth, reproduction, and survival, as well as reproductive periodicity, agreed with independent laboratory studies conducted under controlled conditions. During the 3 years studied the field population remained relatively constant and appeared to be limited by temperature conditions.

Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies

System ◽  
2019 ◽  
Vol 87 ◽  
pp. 102146 ◽  
Author(s):  
Haomin Zhang ◽  
Keiko Koda ◽  
Yuting Han ◽  
Jiexin Lin
Keyword(s):  
Learning Strategies ◽  
Word Learning ◽  
General Knowledge ◽  
L2 Chinese

scholarly journals Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

2018 ◽  
Vol 8 (4) ◽  
pp. 180 ◽  
Author(s):  
Stephanie Moody ◽  
Xueyan Hu ◽  
Li-Jen Kuo ◽  
Mohammed Jouhar ◽  
Zhihong Xu ◽  
...  
Keyword(s):  
Content Analysis ◽  
Reading Comprehension ◽  
Learning Strategies ◽  
Word Learning ◽  
Social Constructivism ◽  
Adult Literacy ◽  
Coding Theory ◽  
Vocabulary Instruction ◽  
Word Knowledge ◽  
The Impact

Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

Forming associations between language and sensorimotor traces during novel word learning

2016 ◽  
Vol 9 (1) ◽  
pp. 156-171 ◽  
Author(s):  
BIRGIT ÖTTL ◽  
CAROLIN DUDSCHIG ◽  
BARBARA KAUP
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Arm Movement ◽  
Learning Phase ◽  
Movement Direction ◽  
Lower Visual Field ◽  
Adult Participants ◽  
Novel Objects ◽  
Multisensory Environment ◽  
Novel Word Learning

abstractEmbodied models of language comprehension are based on the assumption that words become associated with sensorimotor experiences during initial word learning. To test this hypothesis, adult participants learned artificial words as labels for novel objects in a multisensory environment. In a word learning phase, novel objects were located in the participant’s upper or lower visual field and participants learned the objects’ names by interacting with them. In a test phase, participants responded to the color of the words with either an upwards or a downwards directed arm movement in a Stroop-like paradigm. Responses were fastest when the movement direction was compatible with the word’s referent location (i.e., the location of the novel object in vertical space) during the learning phase. This finding suggests that sensorimotor experiences become associated with words during initial word learning. The results of the current study and implications for language learning are discussed.

scholarly journals Visual Event-Related Potentials to Novel Objects Predict Rapid Word Learning Ability in 20-Month-Olds

2016 ◽  
Vol 41 (5-8) ◽  
pp. 308-323 ◽  
Author(s):  
Kristina Borgström ◽  
Janne von Koss Torkildsen ◽  
Magnus Lindgren
Keyword(s):  
Word Learning ◽  
Event Related Potentials ◽  
Learning Ability ◽  
Novel Objects ◽  
Related Potentials

Language experience and preschoolers' foreign word learning

2016 ◽  
Vol 20 (3) ◽  
pp. 642-648 ◽  
Author(s):  
JENNIFER MENJIVAR ◽  
NAMEERA AKHTAR
Keyword(s):  
Second Language ◽  
Old English ◽  
Word Learning ◽  
Task Demands ◽  
English Speakers ◽  
Language Experience ◽  
Foreign Word ◽  
Novel Objects

Four-year-old English speakers (N = 48) who were monolingual, bilingual, or regularly exposed to a second language were taught what they were told were foreign labels for familiar and novel objects. When task demands were low, there was no difference in word learning among the three groups. However, when task demands were higher, bilinguals learned more words than monolingual children, and exposed children's performance fell between the two. These findings indicate that the bilingual word learning advantage seen in adults may begin as early as the preschool years.

A Study on Chinese EFL Learners’ Vocabulary Usage in Writing

2016 ◽  
Vol 7 (4) ◽  
pp. 752 ◽  
Author(s):  
Lili Zhai
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Size ◽  
Writing Ability ◽  
Efl Learners ◽  
Lexical Variation ◽  
Research Fields ◽  
Word Level ◽  
Significant Difference

Vocabulary acquisition is one of the hottest research fields in English learning, which has aroused researchers’ great attention in recent years. However, their focus is on vocabulary size, vocabulary learning strategies and receptive lexical ability, seldom to productive lexical ability. Writing is an important productive ability for EFL learners, and a myriad of writing researches show that inappropriate vocabulary use leads to inferior writing quality. Therefore, research on learners’ vocabulary proficiency, especially their vocabulary in English writing is quite profound. 66 subjects from a comprehensive university participating in this study, finished one composition for analyzing their vocabulary usage, i.e. lexical richness which includes lexical sophistication and lexical variation. All the data and writing papers were analyzed with RANGE and SPSS 17.0. The findings of the present study demonstrated that the subjects relied more on the first 1000 word level to express their meanings in productive tasks and the lexical sophistication and lexical variation are not high. Subjects with different writing ability have differences in vocabulary usage, but the two groups only have significant difference in lexical variation and not in lexical sophistication. The present study enriches the research on vocabulary acquisition in SLA and provides helpful implications for vocabulary teaching and learning to improve learners’ vocabulary productive ability.

Empowering Students With Word-Learning Strategies: Teach a Child to Fish

2017 ◽  
Vol 71 (5) ◽  
pp. 533-543 ◽  
Author(s):  
Michael F. Graves ◽  
Steven Schneider ◽  
Cathy Ringstaff
Keyword(s):  
Learning Strategies ◽  
Word Learning
Sign in / Sign up

Export Citation Format

Share Document