Age‐related differences in expectation‐based novel word learning

Abstract

Adult language users can infer the meaning of a previously unfamiliar word from a single exposure to this word in a semantically and thematically constrained context, henceforth, predictive context (Borovsky et al., 2010 Cognition, 116(2), 289–296; Borovsky et al., 2012 Language Learning and Development, 8(3), 278–302). Children use predictive contexts to anticipate upcoming stimuli (Borovsky et al., 2012 Language Learning and Development, 8(3), 278–302; Mani & Huettig, 2012 Journal of Experimental Psychology: Human Perception and Performance, 38(4), 843–847), but the extent to which they rely on prediction to learn novel word forms is unclear (Gambi et al., 2021 Cognition, 211, 104650). Here, we examine children’s one‐shot learning from predictive contexts using a modified version of the one‐shot learning ERP paradigm for children aged 7–13 years. In a first learning phase, we presented audio recordings of expected words and unexpected novel pseudowords in strongly and weakly constraining sentence contexts. In the following priming phase, the same recorded words and pseudowords were used as primes to identical/synonymous, related, and unrelated target words. We measured N400 modulations to the word and pseudoword continuations in the learning phase and to the identical/synonymous, related, or unrelated target words in the priming phase. When initially presented in strongly constraining sentences, novel pseudowords primed synonymous targets equally well as word primes of the same intended meaning. This pattern was particularly pronounced in older children. Our findings suggest that, around early adolescence, children can use single exposures to constraining contexts to infer the meaning of novel words and to integrate these novel words in their lexicons.

Mothers' use of touch across infants' development and its implications for word learning: Evidence from Korean dyadic interactions

“…and surprising or rare events can induce better learning (e.g., Brod, Hasselhorn & Bunge, 2018;Vergilova et al, 2022). These explanations are consistent with the long-held idea that invariance detection is enhanced amid variation (Gibson, 1969;Gogate & Hollich, 2010).…”

“…Further, it is important to note that rarity and/or surprise can make structures more noticeable and learnable, so if word‐touch alignment is relatively rare as compared to speech‐alone input, then occurrences of word‐touch could be particularly helpful to the young infant learner given their ability to garner attention and aid in learning. Specifically, unexpected or rare stimuli show clear differences in brain responses (e.g., the P3 in oddball tasks; Squires et al., 1975; Sakamoto & Love, 2006); and surprising or rare events can induce better learning (e.g., Brod et al., 2018; Vergilova et al., 2022). These explanations are consistent with the long‐held idea that invariance detection is enhanced amid variation (Gibson, 1969; Gogate & Hollich, 2010).…”

Developmental differences in EEG oscillations supporting the identification of novel word meaning from context

“…Other research investigating neural signatures of word learning from context in school-aged children found that age modulated how sentence constraint influenced the neural response to unfamiliar words in context, as well as how those same novel words could be used as semantic primes after an initial learning procedure ( Vergilova et al, 2022 ). More specifically, children under 10 showed sensitivity to measures of constraint, as measured by N400 responses to pseudowords embedded within sentence contexts, but showed relatively weak semantic priming effects when those words were later used as primes for known, real words.…”

Electrophysiological signatures of spelling sensitivity development from primary school age to adulthood

“…In addition, even in good readers aged 10–11 years the functional lateralization of linguistic neural networks involved in automatic word recognition and phonological processing is still not developed 49 , 50 . Although neurophysiological evidence suggests that early adolescents use similar strategies to adults in processing and learning new words and can effectively use context to anticipate incoming information 51 , 52 , the visual word processing system continues to develop 53 .…”