scholarly journals Remembering New Words: Integrating Early Memory Development into Word Learning

2013 ◽  
Vol 4 ◽  
Author(s):  
Erica H. Wojcik
Keyword(s):  
Word Learning ◽  
Memory Development ◽  
New Words ◽  
Early Memory

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.

Word learning in a special population: do individuals with Williams syndrome obey lexical constraints?

1997 ◽  
Vol 24 (3) ◽  
pp. 737-765 ◽  
Author(s):  
TASSOS STEVENS ◽  
ANNETTE KARMILOFF-SMITH
Keyword(s):  
Williams Syndrome ◽  
Word Learning ◽  
Neurodevelopmental Disorder ◽  
Fast Mapping ◽  
Mutual Exclusivity ◽  
Vocabulary Size ◽  
Normal Children ◽  
New Words ◽  
Adolescents And Adults ◽  
Lexical Constraints

Williams syndrome (WS), a rare neurodevelopmental disorder, is of special interest to developmental psycholinguists because of its uneven linguistico-cognitive profile of abilities and deficits. One proficiency manifest in WS adolescents and adults is an unusually large vocabulary despite serious deficits in other domains. In this paper, rather than focus on vocabulary size, we explore the processes underlying vocabulary acquisition, i.e. how new words are learned. A WS group was compared to groups of normal MA-matched controls in the range 3–9 years in four different experiments testing for constraints on word learning. We show that in construing the meaning of new words, normal children at all ages display fast mapping and abide by the constraints tested: mutual exclusivity, whole object and taxonomic. By contrast, while the WS group showed fast mapping and the mutual exclusivity constraint, they did not abide by the whole object or taxonomic constraints. This suggests that measuring only the size of WS vocabulary can distort conclusions about the normalcy of WS language. Our study shows that despite equivalent behaviour (i.e. vocabulary test age), the processes underlying how vocabulary is acquired in WS follow a somewhat different path from that of normal children and that the atypically developing brain is not necessarily a window on normal development.

Lexical Segmentation in Artificial Word Learning: The Effects of Converging Sublexical Cues

2017 ◽  
Vol 61 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Odile Bagou ◽  
Ulrich Hans Frauenfelder
Keyword(s):  
Word Learning ◽  
Synergistic Effects ◽  
New Words ◽  
Artificial Languages ◽  
Prosodic Cues ◽  
Different Types ◽  
Lexical Segmentation

This study examines how French listeners segment and learn new words of artificial languages varying in the presence of different combinations of sublexical segmentation cues. The first experiment investigated the contribution of three different types of sublexical cues (acoustic-phonetic, phonological and prosodic cues) to word learning. The second experiment explored how participants specifically exploited sublexical prosodic cues. Whereas complementary cues signaling word-initial and word-final boundaries had synergistic effects on word learning in the first experiment, the two manipulated prosodic cues redundantly signaling word-final boundaries in the second experiment were rank-ordered with final pitch variations being more weighted than final lengthening. These results are discussed in light of the notions of cue type, cue position and cue efficiency.

scholarly journals Better to Be Alone than in Bad Company: Cognate Synonyms Impair Word Learning

2020 ◽  
Vol 10 (8) ◽  
pp. 123
Author(s):  
Eneko Antón ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Word Learning ◽  
Word Association ◽  
Recognition Task ◽  
The Other ◽  
Matching Task ◽  
L2 Acquisition ◽  
New Words ◽  
L2 Word Learning ◽  
Concrete Concepts ◽  
Better Than

The effects of cognate synonymy in L2 word learning are explored. Participants learned the names of well-known concrete concepts in a new fictional language following a picture-word association paradigm. Half of the concepts (set A) had two possible translations in the new language (i.e., both words were synonyms): one was a cognate in participants’ L1 and the other one was not. The other half of the concepts (set B) had only one possible translation in the new language, a non-cognate word. After learning the new words, participants’ memory was tested in a picture-word matching task and a translation recognition task. In line with previous findings, our results clearly indicate that cognates are much easier to learn, as we found that the cognate translation was remembered much better than both its non-cognate synonym and the non-cognate from set B. Our results also seem to suggest that non-cognates without cognate synonyms (set B) are better learned than non-cognates with cognate synonyms (set A). This suggests that, at early stages of L2 acquisition, learning a cognate would produce a poorer acquisition of its non-cognate synonym, as compared to a solely learned non-cognate. These results are discussed in the light of different theories and models of bilingual mental lexicon.

Speech perception and vocabulary growth

2014 ◽  
Vol 38 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Maarit Silvén ◽  
Marinus Voeten ◽  
Anna Kouvo ◽  
Maija Lundén
Keyword(s):  
Growth Rate ◽  
Speech Perception ◽  
Word Learning ◽  
Growth Modeling ◽  
Minority Language ◽  
Home Language ◽  
Speech Sounds ◽  
New Words ◽  
Vocabulary Growth

Growth modeling was applied to monolingual ( N = 26) and bilingual ( N = 28) word learning from 14 to 36 months. Level and growth rate of vocabulary were lower for Finnish-Russian bilinguals than for Finnish monolinguals. Processing of Finnish speech sounds at 7 but not at 11 months predicted level, but not growth rate of vocabulary in both Finnish and Russian; this relationship was the same for monolinguals and bilinguals. The bilinguals’ two vocabularies developed differently, showing no acceleration in Russian, the minority language. Even though the bilinguals progressed more slowly in each home language, they were learning at least as many new words as the monolinguals when Finnish and Russian vocabularies were counted together.

The Type, but Not the Amount, of Information Available Influences Toddlers' Fast Mapping and Retention of New Words

2014 ◽  
Vol 23 (2) ◽  
pp. 120-133 ◽  
Author(s):  
Kathryn W. Brady ◽  
Judith C. Goodman
Keyword(s):  
Word Learning ◽  
Word Meaning ◽  
The Novel ◽  
Fast Mapping ◽  
New Words ◽  
Amount Of Information ◽  
Significant Rate ◽  
Mapping Task ◽  
Novel Words

Purpose The authors of this study examined whether the type and number of word-learning cues affect how children infer and retain word-meaning mappings and whether the use of these cues changes with age. Method Forty-eight 18- to 36-month-old children with typical language participated in a fast-mapping task in which 6 novel words were presented with 3 types of cues to the words' referents, either singly or in pairs. One day later, children were tested for retention of the novel words. Results By 24 months of age, children correctly inferred the referents of the novel words at a significant level. Children retained the meanings of words at a significant rate by 30 months of age. Children retained the first 3 of the 6 word-meaning mappings by 24 months of age. For both fast mapping and retention, the efficacy of different cue types changed with development, but children were equally successful whether the novel words were presented with 1 or 2 cues. Conclusion The type of information available to children at fast mapping affects their ability to both form and retain word-meaning associations. Providing children with more information in the form of paired cues had no effect on either fast mapping or retention.

scholarly journals Learning and Remembering New Words: Clinical Illustrations From Children With Specific Language Impairment

2015 ◽  
Vol 22 (4) ◽  
pp. 138-146 ◽  
Author(s):  
Rouzana Komesidou ◽  
Holly L. Storkel
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Kindergarten Children ◽  
Memory Retention ◽  
Specific Language ◽  
New Words ◽  
Good Learning ◽  
Novel Word Learning ◽  
The Relationship

The learning of a new word involves at least two processes: learning from input and memory evolution in the absence of input. The authors will review the literature and describe the relationship between these two processes and novel word learning by children with specific language impairment (SLI). Cases from an ongoing preliminary clinical trial of word learning in kindergarten children with SLI will serve as clinical illustrations. In particular, one case will be used to demonstrate a pattern of good learning from input and good memory retention (i.e., desirable learning pattern during treatment). Three additional cases will be used to illustrate patterns indicative of poor learning from input and/or poor memory retention. Suggestions will be provided concerning how treatment can be altered when these patterns appear, to promote desirable learning outcomes.

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