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- Word learning (3)
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- Language development (1)
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Articles 1 - 8 of 8
Full-Text Articles in Psychology
Rhyme And Word Placement In Storybooks Support High-Level Verb Mapping In 3- To 5-Year-Olds, Kirsten Read, Jacqueline Quirke
Rhyme And Word Placement In Storybooks Support High-Level Verb Mapping In 3- To 5-Year-Olds, Kirsten Read, Jacqueline Quirke
Psychology
High-level verbs can be especially challenging for young children to initially map to meaning. This study manipulated the format of a storybook designed to support such verb learning from shared reading. We tested whether 3- to 5-year-olds (n = 38) could remember the referents of eight new verbs when presented as essential actions within a narrative story but with differences in placement. Children were randomly assigned to either a rhymed condition, in which target verbs were heard at the end of rhyming stanzas making them maximally appreciable, or a control condition, where the verbs were presented in the same …
2.5-Year-Olds’ Retention And Generalization Of Novel Words Across Short And Long Delays, Erica H. Wojcik
2.5-Year-Olds’ Retention And Generalization Of Novel Words Across Short And Long Delays, Erica H. Wojcik
Psychology
Two experiments investigated two-year-olds’ retention and generalization of novel words across short and long time delays. Specifically, retention of newly learned words and generalization to novel exemplars or novel contexts were tested 1 min or 1 week after learning. Experiment 1 revealed successful retention as well as successful generalization to both new exemplars and new contexts after a one-minute delay, with no statistical differences between retention and generalization performance for either generalization type. Toddlers tested after a week delay (Experiment 2) showed successful retention and generalization as well, but while context generalization was statistically equivalent to retention accuracy, exemplar generalization …
Toddlers Encode Similarities Among Novel Words From Meaningful Sentences, Erica H. Wojcik, Jenny R. Saffran
Toddlers Encode Similarities Among Novel Words From Meaningful Sentences, Erica H. Wojcik, Jenny R. Saffran
Psychology
Toddlers can learn about the meanings of individual words from the structure and semantics of the sentences in which they are embedded. However, it remains unknown whether toddlers encode similarities among novel words based on their positions within sentences. In three experiments, two-year-olds listened to novel words embedded in familiar sentence frames. Some novel words consistently occurred in the subject position across sentences, and others in the object position across sentences. An auditory semantic task was used to test whether toddlers encoded similarities based on sentential position, for (a) pairs of novel words that occurred within the same sentence, and …
The Ontogeny Of Lexical Networks Toddlers Encode The Relationships Among Referents When Learning Novel Words, Erica H. Wojcik, Jenny R. Saffran
The Ontogeny Of Lexical Networks Toddlers Encode The Relationships Among Referents When Learning Novel Words, Erica H. Wojcik, Jenny R. Saffran
Psychology
Although the semantic relationships among words have long been acknowledged as a crucial component of adult lexical knowledge, the ontogeny of lexical networks remains largely unstudied. To determine whether learners encode relationships among novel words, we trained 2-year-olds on four novel words that referred to four novel objects, which were grouped into two visually similar pairs. Participants then listened to repetitions of word pairs (in the absence of visual referents) that referred to objects that were either similar or dissimilar to each other. Toddlers listened significantly longer to word pairs referring to similar objects, which suggests that their representations of …
Remembering New Words: Integrating Early Memory Development Into Word Learning, Erica H. Wojcik
Remembering New Words: Integrating Early Memory Development Into Word Learning, Erica H. Wojcik
Psychology
In order to successfully acquire a new word, young children must learn the correct associations between labels and their referents. For decades, word-learning researchers have explored how young children are able to form these associations. However, in addition to learning label-referent mappings, children must also remember them. Despite the importance of memory processes in forming a stable lexicon, there has been little integration of early memory research into the study of early word learning. After discussing what we know about how young children remember words over time, this paper reviews the infant memory development literature as it relates to early …
Toddlers Activate Lexical Semantic Knowledge In The Absence Of Visual Referents: Evidence From Auditory Priming, Jon A. Willits, Erica H. Wojcik, Mark S. Seidenberg, Jenny R. Saffran
Toddlers Activate Lexical Semantic Knowledge In The Absence Of Visual Referents: Evidence From Auditory Priming, Jon A. Willits, Erica H. Wojcik, Mark S. Seidenberg, Jenny R. Saffran
Psychology
Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledge is difficult to study, in part because it is difficult to assess young children's lexical semantic representations. In our studies, we solved this problem by investigating lexical semantic knowledge in 24-month-olds using the Head-turn Preference Procedure. In Experiment 1, looking times to a repeating spoken word stimulus (e.g., kitty-kitty-kitty) were shorter for trials preceded by a semantically related word (e.g., dog-dog-dog) than trials preceded by an unrelated word (e.g., juice-juice-juice). Experiment 2 yielded similar results using a method in which pairs of words were presented on the …
Competence During Middle Childhood, J. M. Neiderhiser, Shirley Mcguire
Competence During Middle Childhood, J. M. Neiderhiser, Shirley Mcguire
Psychology
No abstract provided.
Nonshared Environment In Middle Childhood, Shirley Mcguire, J. Dunn
Nonshared Environment In Middle Childhood, Shirley Mcguire, J. Dunn
Psychology
No abstract provided.