Fast Mapping in Healthy Young Adults: The Influence of Metamemory

Ramachandra, Vijayachandra; Rickenbach, Bryna; Ruda, Marissa; LeCureux, Bethanie; Pope, Moira

doi:10.1007/s10936-009-9133-3

Cited by 5 publications

(6 citation statements)

References 24 publications

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“…Fast mapping is then driven by learners’ innate curiosity for word learning. Adult language learners have been found to employ fast mapping as well, both when it comes to learning the meaning of nonwords (e.g., Ramachandra, Rickenbach, Ruda, LeCureux, & Pope, ) and incidental L2 word learning (e.g., de Vos, Schriefers, ten Bosch, & Lemhöfer, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Fast mapping is then driven by learners' innate curiosity for word learning. Adult language learners have been found to employ fast mapping as well, both when it comes to learning the meaning of nonwords (e.g., Ramachandra, Rickenbach, Ruda, LeCureux, & Pope, 2010) and incidental L2 word learning (e.g., de Vos, Schriefers, ten Bosch, & Lemhöfer, 2018). Second, Hulstijn (2003), citing Eysenck (1982, p. 203), argued that the processing activities that learners engage in might influence learning rates more than their intentions.…”

Section: Mechanisms Of Incidental Learningmentioning

confidence: 99%

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A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vos

Schriefers²,

Nivard

et al. 2018

Language Learning

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We meta‐analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning‐focused word‐learning activities with 1,964 participants with typical cognitive functioning. The random‐effects meta‐analysis yielded a mean effect size of g = 1.05, reflecting generally large vocabulary gains from spoken input in meaning‐focused activities. A meta‐regression with three substantive and two methodological predictors also revealed that adult participants outperformed children in terms of word learning and that interactive learning tasks were more effective than noninteractive ones. Furthermore, learning scores were higher when measured with recognition than with recall tests. Methodologically, the use of a no‐input control group seemed to protect against an overestimation of learning effects, evidenced by smaller effect sizes. Finally, whether a pretest–posttest design was used did not influence effect sizes. All data and the analysis script are publicly available. Open Practices This article has been awarded an Open Data badge. All data and the analysis script are publicly accessible via the Open Science Framework at https://osf.io/92vfw. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Mechanisms Of Incidental Learningmentioning

confidence: 99%

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vos

Schriefers²,

Nivard

et al. 2018

Language Learning

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“…These three principles are operative at the onset of lexical acquisition and help in acquiring early vocabulary. The principles which are more related to fast mapping are operative beyond early childhood, in older children and adults ( Golinkoff et al, 1992 ), and are utilized in consciously monitoring the learning of novel words ( Ramachandra et al, 2010 ). These three principles require the: (d) awareness of basic categories for generalization, (e) awareness of constraints on mapping novel names to nameless objects to meet mutual exclusivity, and (f) consideration of the use of conventional names for referents.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary, Metalinguistic Awareness and Language Dominance Among Bilingual Preschool Children

2018

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Awareness of language structure has been studied in bilinguals, but there is limited research on how language dominance is related to metalinguistic awareness, and whether metalinguistic awareness predicts vocabulary size. The present study aims to explore the role of language dominance in the relation between vocabulary size in both languages of bilingual children and metalinguistic awareness in the societal language. It evaluates the impact of two metalinguistic awareness abilities, morphological and lexical awareness, on receptive and expressive vocabulary size. This is of special interest since most studies focus on the impact of exposure on vocabulary size but very few explore the impact of the interaction between metalinguistic awareness and dominance. 5–6-year-old preschool children with typical language development participated in the study: 15 Russian-Hebrew bilingual children dominant in the societal language (SL) Hebrew, 21 Russian-Hebrew bilingual children dominant in the Heritage language (HL) Russian and 32 monolingual children. Dominance was determined by relative proficiency, based on standardized tests in the two languages. Tasks of morphological and lexical awareness were administered in SL-Hebrew, along with measures of receptive and expressive vocabulary size in both languages. Vocabulary size in SL-Hebrew was significantly higher for SL-dominant bilinguals (who performed like monolinguals) than for HL-dominant bilinguals, while HL-Russian vocabulary size was higher for HL-dominant bilinguals than for SL-dominant bilinguals. A hierarchical regression analyzing the relationship between vocabulary size and metalinguistic awareness showed that dominance, lexical metalinguistic awareness and the interaction between the two were predictors of both receptive and expressive vocabulary size. Morphological metalinguistic awareness was not a predictor of vocabulary size. The relationship between lexical awareness and SL-vocabulary size was limited to the HL-dominant group. HL-dominant bilinguals relied on lexical metalinguistic awareness, measured by fast mapping abilities, that is, the abilities to acquire new words, in expanding their vocabulary size, whereas SL-dominant bilinguals and monolinguals did not. This difference reflects the milestones of lexical acquisition the different groups have reached. These findings show that metalinguistic awareness should also be taken into consideration when evaluating the variables that influence vocabulary size among bilinguals though different ways in different dominance groups.

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“…Only a few studies have tested FM in adulthood (8)(9)(10), with the tacit assumption being that this mechanism is specific to early developmental stages of language acquisition, enabling the prodigious rate of vocabulary expansion. These studies have shown that adults can learn verbal labels and facts through FM just as well as children (8,9).…”

mentioning

confidence: 99%

Rapid neocortical acquisition of long-term arbitrary associations independent of the hippocampus

Sharon

Moscovitch

Gilboa

2011

Proc. Natl. Acad. Sci. U.S.A.

179

321

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Anterograde amnesia following hippocampal damage involves the loss of the capacity to form new declarative memories but leaves nondeclarative memory processes intact. Current theories of declarative memory suggest the existence of two complementary memory systems: a hippocampal-based system that specializes in rapid acquisition of specific events and a neocortical system that slowly learns through environmental statistical regularities and requires the initial support of the hippocampal system. Contrary to this notion, we demonstrate a neurocognitive mechanism that enables rapid acquisition of novel arbitrary associations independently of the hippocampus. This mechanism has been dubbed "fast mapping" (FM) and is believed to support the rapid acquisition of vocabulary in children as young as 16 mo of age. We used FM to teach novel word-picture associations to four profoundly amnesic patients with hippocampal system damage. Patients were able to acquire arbitrary associations through FM normally, despite profound impairment on a matched standard associative memory task. Most importantly, they retained what they learned through FM after a week's delay, when they were around chance level on the standard task. By contrast, two patients with unilateral damage to the left polar temporal neocortex were impaired on FM, suggesting that this cortical region is critical for associative learning through FM. Left perirhinal and entorhinal cortices might also play a role in learning through FM. Contrary to current theories, these findings indicate that rapid acquisition of declarativelike (relational) memory can be accomplished independently of the hippocampus and that neocortical plasticity can be induced rapidly to support novel arbitrary associations.consolidation | medial temporal lobe | neocortex | semantic memory M emory consolidation is a gradual, time-dependent, reorganization process by which memories become stable. Systems consolidation of declarative memory is thought to occur when memories that are initially supported by both the hippocampus and the neocortex become hippocampus-independent over periods of time that range from weeks to years (1-3). Systems consolidation is thought to be gradual because rapid acquisition of novel information by the neocortex would cause interference with existing knowledge structures ["catastrophic interference" (1)]. Therefore, novel associations always depend initially on the hippocampus, which specializes in rapid representation of novel associations or arbitrary relations. The hippocampus, in turn, supports the gradual changes in neocortical connections that allow for the incorporation of novel information into existing knowledge structures (1-4). We hypothesized that an exception to this rule might be observed in a process called "fast mapping" (FM) (5, 6), which supports the astounding ability of toddlers as young as 16 mo of age (7) to acquire rapidly vast numbers of novel word-referent associations. We predicted that adults with lesions to the hippocampus might be able to lea...

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Fast Mapping in Healthy Young Adults: The Influence of Metamemory

Cited by 5 publications

References 24 publications

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vocabulary, Metalinguistic Awareness and Language Dominance Among Bilingual Preschool Children

Rapid neocortical acquisition of long-term arbitrary associations independent of the hippocampus

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