scholarly journals Toward a “Standard Model” of Early Language Learning

2021 ◽  
Author(s):  
George Kachergis ◽  
Virginia A. Marchman ◽  
Michael C. Frank
Keyword(s):  
Standard Model ◽  
Language Learning ◽  
Learning Outcomes ◽  
Item Response ◽  
Computational Models ◽  
Empirical Work ◽  
Individual Variability ◽  
Early Language ◽  
Accumulator Models ◽  
Item Response Theory Models

A "standard model" is a theoretical framework that synthesizes observables into a quantitative consensus. Have we made progress towards this kind of synthesis for children’s early language learning? Many computational models of early vocabulary learning assume that individual words are learned through an accumulation of environmental input. This assumption is also implicit in empirical work that emphasizes links between language input and learning outcomes. However, models have typically focused on average performance, while empirical work has focused on variability. To model individual variability, we relate the tradition of research on accumulator models to Item-Response Theory models from psychometrics. This formal connection reveals that currently available datasets cannot allow us to fully test these models, illustrating a critical need for theory in shaping new data collection and in creating and testing an eventual "standard model."

scholarly journals Toward a “Standard Model” of Early Language Learning

2021 ◽  
pp. 096372142110578
Author(s):  
George Kachergis ◽  
Virginia A. Marchman ◽  
Michael C. Frank
Keyword(s):  
Standard Model ◽  
Language Learning ◽  
Learning Outcomes ◽  
Computational Models ◽  
Empirical Work ◽  
Individual Variability ◽  
Data Sets ◽  
Early Language ◽  
Accumulator Models ◽  
Item Response Theory Models

A standard model is a theoretical framework that synthesizes observables into a quantitative consensus. Have researchers made progress toward this kind of synthesis for children’s early language learning? Many computational models of early vocabulary learning assume that individual words are learned through an accumulation of environmental input. This assumption is also implicit in empirical work that emphasizes links between language input and learning outcomes. However, models have typically focused on average performance, whereas empirical work has focused on variability. To model individual variability, we relate the tradition of research on accumulator models to item response theory models from psychometrics. This formal connection reveals that currently available data sets do not allow researchers to test the resulting models fully, illustrating a critical need for theory to contribute to shaping new data collection and creating and testing an eventual standard model.

Interpreting phonological memory performance in bilinguals

2017 ◽  
Vol 38 (6) ◽  
pp. 1333-1336
Author(s):  
Margarita Kaushanskaya
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Memory Performance ◽  
Bilingual Children ◽  
Phonological Memory ◽  
Language Experience ◽  
Early Language ◽  
Central Hypothesis ◽  
The Relationship

The central hypothesis in the Pierce, Genesee, Delcenserie, and Morgan article is that phonological memory is key to explaining the relationship between early language experience (more specifically, less and more optimal ends of the language-experience continuum) and language learning outcomes. One piece of evidence offered is that phonological memory skills are enhanced by bilingualism, with bilingualism representing enriched experience. Here, I propose that data from bilingual children may contradict Pierce et al.’s central hypothesis, rather than support it.

scholarly journals The Structure of Developmental Variation in Early Childhood

2021 ◽  
Author(s):  
Ben Stenhaug ◽  
Nilam Ram ◽  
Michael C. Frank
Keyword(s):  
Early Childhood ◽  
Item Response ◽  
Empirical Work ◽  
Developmental Changes ◽  
Older Children ◽  
Developmental Variation ◽  
Higher Dimensional ◽  
Infancy And Early Childhood ◽  
Developmental Differentiation ◽  
Item Response Theory Models

Do children’s abilities develop in tandem or on their own separate timetables? Piaget proposed that development proceeded globally through stages; more recent theories view development as more modular with different abilities developing independently and on different time-scales. The developmental differentiation hypothesis suggests that the structure of a child’s development is unitary early in infancy but becomes more complex with age. Despite an abundance of theoretical interest in this question, there is little empirical work on the macrostructure of developmental changes in early childhood. We investigate this structure using two large datasets of parent-reported developmental milestones. Applying item response theory models, we find that variation in development across infancy and early childhood is multidimensional. Consistent with the differentiation hypothesis, differences among older children are better described by higher-dimensional models. In addition, in longitudinal data, we find that, within-person changes in underlying abilities are highly coupled early in life but their coupling decreases by age 12 months. Our work provides a model-based method for linking holistic descriptions of early development to basic theoretical questions about the nature of change in childhood.

scholarly journals STANDARISASI INSTRUMEN INTEGRATED ASSESSMENT HASIL BELAJAR BAHASA DENGAN PROGRAM QUEST

LITERA ◽  
2014 ◽  
Vol 13 (2) ◽  
Author(s):  
Pujiati Suyata ◽  
Nur Hidayanto ◽  
Agus Widyantoro
Keyword(s):  
Item Response Theory ◽  
Language Learning ◽  
Learning Outcomes ◽  
Item Response ◽  
Integrated Assessment ◽  
First Year ◽  
Assessment Instruments ◽  
English Learning ◽  
Response Theory ◽  
Second Year

This study aims to produce a model of standardized convergent and divergentintegrated-assessment instruments for Indonesian and English learning outcomes atjunior high schools using Item Response Theory. It employed a research and developmentdesign. In the first year, a learning continuum was developed, followed by the developmentof integrated assessment instruments based on the learning continuum. Instrumentstandardization was then conducted using 1-PL Item Response Theory and the QUESTprogram. The results of the first year were 30 standardized integrated assessmentinstrument sets, a guidebook for construction of the integrated assessment instruments forlanguage learning outcomes and the QUEST program guidebook. In the second year, theintegrated assessment instruments for language learning outcomes were disseminated inprovinces of Yogyakarta Special Territory, South Kalimantan, and West Nusa Tenggara.

scholarly journals Variations in phonological working memory: Linking early language experiences and language learning outcomes

2017 ◽  
Vol 38 (6) ◽  
pp. 1265-1300 ◽  
Author(s):  
LARA J. PIERCE ◽  
FRED GENESEE ◽  
AUDREY DELCENSERIE ◽  
GARY MORGAN
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Learners ◽  
Language Processing ◽  
Oral Language ◽  
Processing System ◽  
Adopted Children ◽  
Early Language ◽  
Language Input

ABSTRACTIn order to build complex language from perceptual input, children must have access to a powerful information processing system that can analyze, store, and use regularities in the signal to which the child is exposed. In this article, we propose that one of the most important parts of this underlying machinery is the linked set of cognitive and language processing components that comprise the child's developing working memory (WM). To examine this hypothesis, we explore how variations in the timing, quality, and quantity of language input during the earliest stages of development are related to variations in WM, especially phonological WM (PWM), and in turn language learning outcomes. In order to tease apart the relationships between early language experience, WM, and language development, we review research findings from studies of groups of language learners who clearly differ with respect to these aspects of input. Specifically, we consider the development of PWM in children with delayed exposure to language, that is, children born profoundly deaf and exposed to oral language following cochlear implantation and internationally adopted children who have delayed exposed to the adoption language; children who experience impoverished language input, that is, children who experience early bouts of otitis media and signing deaf children born to nonsigning hearing parents; and children with enriched early language input, that is, simultaneous bilinguals and second language learners.

App-titude: Top Apps for Tots

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks
Keyword(s):  
Language Learning ◽  
Early Language ◽  
At Home

Leave your flashcards at home and try these five apps for early language learning.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

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