Infants' expectations about object label reference.

Graham, Susan A.; Baker, Rachel; Poulin‐Dubois, Diane

doi:10.1037/h0087285

Cited by 23 publications

(16 citation statements)

References 45 publications

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“…The relation between the child's current lexicon and novel-word learning is consistent with previous reports that the ability to learn new words increases with vocabulary size (Fenson et al, 1994;Evey & Merriman, 1998;Graham et al, 1998). Only one other study (Gilbertson & Kamhi, 1995) has compared novel-word learning in normal-hearing and hearing-impaired children.…”

Section: Discussionsupporting

confidence: 73%

Novel-Word Learning in Children with Normal Hearing and Hearing Loss

et al. 2004

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Objective: The goal of this study was to assess performance on a novel-word learning task by normalhearing and hearing-impaired children for words varying in form (noun versus verb), stimulus level (50 versus 60 dB SPL), and number of repetitions (4 versus 6). It was hypothesized that novel-word learning would be significantly poorer in the subjects with hearing loss, would increase with both level and repetition, and would be better for nouns than verbs.Design: Twenty normal-hearing and 11 hearing-impaired children (6 to 9 yr old) participated in this study. Each child viewed a 4-minute animated slide show containing 8 novel words. The effects of hearing status, word form, repetition, and stimulus level were examined systematically. The influence of audibility, word recognition, chronological age, and lexical development also were evaluated. After hearing the story twice, children were asked to identify each word from a set of four pictures.Results: Overall performance was 60% for the normal-hearing children and 41% for the children with hearing loss. Significant predictors of performance were PPVT raw scores, hearing status, stimulus level, and repetitions. The variables age, audibility, word recognition scores, and word form were not significant predictors. Conclusions:Results suggest that a child's ability to learn new words can be predicted from vocabulary size, stimulus level, number of exposures, and hearing status. Further, the sensitivity to presentation level observed in this novel-word learning task suggests that this type of paradigm may be an effective tool for studying various forms of hearing aid signal processing algorithms.

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Section: Discussionsupporting

confidence: 73%

Novel-Word Learning in Children with Normal Hearing and Hearing Loss

et al. 2004

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“…We have argued for a very different view, asserting that infants are guided from the start by powerful and increasingly nuanced links between linguistic, conceptual, and perceptual units (Balaban & Waxman, 1997;Fulkerson & Haaf, 1998Gopnik & Nazzi, 2003;Graham, Baker & Poulin-Dubois, 1998;Waxman & Braun, 2005;Waxman & Lidz, 2006;Waxman & Markow, 1995;Xu, 2002). The current results favor this latter interpretation.…”

Section: Discussionsupporting

confidence: 71%

Words (but not Tones) facilitate object categorization: Evidence from 6- and 12-month-olds

2007

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Recent studies reveal that naming has powerful conceptual consequences within the first year of life. Naming distinct objects with the same word highlights commonalities among the objects and promotes object categorization. In the present experiment, we pursued the origin of this link by examining the influence of words and tones on object categorization in infants at 6 and 12 months. At both ages, infants hearing a novel word for a set of distinct objects successfully formed object categories; those hearing a sequence of tones for the same objects did not. These results support the view that infants are sensitive to powerful and increasingly nuanced links between linguistic and conceptual units very early in the process of lexical acquisition. KeywordsInfancy; Categorization; Object Naming Questions concerning the relation between linguistic and conceptual organization have long occupied a central position in the cognitive sciences. Recently, considerable attention has been devoted to discovering the origin of this relation in infants and toddlers. Research in this arena has focused primarily on early word-learning. This is an apt focus because at its core, learning a word involves establishing a relation between a linguistic unit (the word) and a conceptual unit (the concept to which the word refers). The key developmental question is when words begin to carry conceptual force, and how early in the process of word-learning they begin to influence infants' representations of individual objects and the relations among them (Balaban

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“…Similarly, the majority of childrenÕs early object words are basic-level terms (e.g., Clark, 1983;Poulin-Dubois et al, 1995). Furthermore, studies indicate that both infants and preschoolers tend to first assume that a novel word labels basic-level, rather than superordinate-or subordinate-level, categories (e.g., Callanan, 1989;Graham, Baker, & Poulin-Dubois, 1998;Hall, 1993;Imai & Haryu, 2001;Taylor & Gelman, 1989;Waxman, 1990;Waxman & Senghas, 1992).…”

Section: Discussionmentioning

confidence: 97%

Preschoolers’ extension of familiar adjectives

Graham

Cameron

Welder

2005

Journal of Experimental Child Psychology

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In two experiments, we examined the role of labels in guiding preschoolers' extension of three types of familiar adjectives: emotional state adjectives, physiological state adjectives, and trait adjectives. On each trial, we labeled a target animal with one of the three different types of adjectives and asked whether these terms could apply to a subordinate-level match, a basic-level match, a superordinate-level match, or an inanimate object. In Experiment 1, participants extended trait adjectives, but not emotional or physiological adjectives, to members of the same basic-level category, regardless of whether an explicit basic-level label was provided for the target animal. Similarly, children in Experiment 2 also extended trait adjectives to the members of the same basic-level category, even when explicit superordinate- and subordinate-level labels were provided for the target animals. Together, these results demonstrate that children appreciate that emotional and physiological adjectives cannot be generalized to the same extent as can trait adjectives, and the results document the privileged status of basic-level categories in preschoolers' extension of trait adjectives.

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Infants' expectations about object label reference.

Cited by 23 publications

References 45 publications

Novel-Word Learning in Children with Normal Hearing and Hearing Loss

Novel-Word Learning in Children with Normal Hearing and Hearing Loss

Words (but not Tones) facilitate object categorization: Evidence from 6- and 12-month-olds

Preschoolers’ extension of familiar adjectives

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