Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning
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DOI: 10.1016/j.cognition.2018.12.004
Abstract: Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during… read more here.
Keywords: word; similarity; phonological word; word forms ... See more keywords
Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development
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DOI: 10.1016/j.cognition.2020.104265
Abstract: Word learning is complicated by referential ambiguity - there are often multiple potential targets for a newly-heard word. While typically developing (TD) children can accurately infer word meanings from cross-situational statistics, specific difficulties tracking word-object… read more here.
Keywords: cross situational; word; word learning; situational word ... See more keywords
The contingency symmetry bias (affirming the consequent fallacy) as a prerequisite for word learning: A comparative study of pre-linguistic human infants and chimpanzees
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DOI: 10.1016/j.cognition.2021.104755
Abstract: Humans are known to possess an "affirming the consequent fallacy," which assumes that a learned contingency holds true even when the order is reversed. In contrast, non-human animals do not fall for this fallacy, as… read more here.
Keywords: contingency symmetry; word learning; symmetry bias;
Learning of novel compound nouns – A variant of lexical learning that requires intact verbal short-term memory
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DOI: 10.1016/j.cortex.2019.08.024
Abstract: Verbal short-term memory (vSTM) plays a crucial role in word learning, and patients with impaired vSTM have been demonstrated to fail on learning novel word forms. Word learning has exclusively been investigated with previously unknown… read more here.
Keywords: verbal short; word; word learning; compound ... See more keywords
Examining incidental word learning during reading in children: The role of context.
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DOI: 10.1016/j.jecp.2017.08.010
Abstract: From mid-childhood onward, children learn hundreds of new words every year incidentally through reading. Yet little is known about this process and the circumstances in which vocabulary acquisition is maximized. We examined whether encountering novel… read more here.
Keywords: examining incidental; diversity; word learning; incidental word ... See more keywords
Listening while reading promotes word learning from stories.
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DOI: 10.1016/j.jecp.2017.09.022
Abstract: Reading and listening to stories fosters vocabulary development. Studies of single word learning suggest that new words are more likely to be learned when both their oral and written forms are provided, compared with when… read more here.
Keywords: definition; word; novel words; phonological orthographic ... See more keywords
Does sound structure affect word learning? An eye-tracking study of Danish learning toddlers.
Sign Up to like & getrecommendations! Published in 2018 at "Journal of experimental child psychology"
DOI: 10.1016/j.jecp.2017.10.011
Abstract: Previous research has shown that Danish-learning children lag behind in early lexical acquisition compared with children learning a number of other languages. This delay has been ascribed to the opaque phonetic structure of Danish, which… read more here.
Keywords: danish learning; learning; learning children; word learning ... See more keywords
The temporal structure of naming events differentially affects children's and adults' cross-situational word learning.
Sign Up to like & getrecommendations! Published in 2020 at "Journal of experimental child psychology"
DOI: 10.1016/j.jecp.2020.104961
Abstract: To acquire novel words, learners often need to integrate information about word meanings across ambiguous learning events distributed in time. How does the temporal structure of those word learning events affect what learners encode? How… read more here.
Keywords: cross situational; temporal structure; word; naming events ... See more keywords
The company objects keep: Linking referents together during cross-situational word learning.
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DOI: 10.1016/j.jml.2017.11.001
Abstract: Learning the meanings of words involves not only linking individual words to referents but also building a network of connections among entities in the world, concepts, and words. Previous studies reveal that infants and adults… read more here.
Keywords: cross situational; word; company objects; objects keep ... See more keywords
Initial landing position effects on Chinese word learning in children and adults
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DOI: 10.1016/j.jml.2020.104183
Abstract: Abstract We adopted a word learning paradigm to examine whether children and adults differ in their saccade targeting strategies when learning novel words in Chinese reading. Adopting a developmental perspective, we extrapolated hypotheses pertaining to… read more here.
Keywords: saccadic targeting; chinese reading; initial landing; children adults ... See more keywords
Anchoring and contextual variation in the early stages of incidental word learning during reading
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DOI: 10.1016/j.jml.2020.104203
Abstract: Abstract Lexical processing is influenced by a word’s semantic diversity, as estimated by corpus-derived metrics. Although this suggests that contextual variation shapes verbal learning and memory, it is not clear what semantic diversity represents and… read more here.
Keywords: contextual variation; semantic diversity; word learning; word ... See more keywords