Is 10 Better than 1? The Effect of Speaker Variability on Children’s Cross-Situational Word Learning

What Children with Developmental Language Disorder Teach Us About Cross‐Situational Word Learning

“…Multiple talkers recorded the stimulus items to facilitate learning (Richtsmeier, Gerken, Goffman, & Hogan, 2009 ) and recognition (Creel, Aslin, & Tanenhaus, 2008 ). For example, using multiple talkers has been shown to facilitate cross‐situational word learning in children with poor sustained attention skills (Crespo & Kaushanskaya, 2021 ). Additional details about the novel word stimuli are available in McGregor ( 2021a,b ).…”

Measures of Bilingual Cognition – From Infancy to Adolescence

“…EF was measured in 25 experiments within 21 articles, making it the most frequently tested cognitive ability in this age group ( Aktan-Erciyes, 2020 , Studies 1 and 2; Bain & Yu, 1980, Studies 1 and 2 ; Barac, Moreno, & Bialystok, 2016 ; Bialystok, 1999 ; Bialystok & Martin, 2004, Studies 1, 2, and 3 ; Carlson & Meltzoff, 2008 ; Crespo & Kaushanskaya, 2021 ; Diaz & Farrar, 2018a ; Diaz & Farrar, 2018b ; Dicataldo & Roch, 2020 ; Gathercole et al, 2016 ; Goldman, Negen, & Sarnecka, 2014 ; Haft et al, 2019 ; Leikin & Tovli, 2014 ; Mehrani & Zabihi, 2017 ; Namazi & Thordardottir, 2010 ; Nguyen & Astington, 2014 ; Tran, Arredondo, & Yoshida, 2015 ; Tran, Arredondo, & Yoshida, 2019 ; Yoshida, Tran, Benitez, & Kuwabara, 2010 ; Yoshida, Tran, Benitez, & Kuwabara, 2011 ).…”

“…As listed in Table 6 , four experiments used a child version of the Attention Network Task (ANT) to measure attentional control ( Barac et al, 2016 ; Tran et al, 2015 ; Yoshida et al, 2010 ; Yoshida et al, 2011 ). Attention was additionally measured in three other experiments using the Simon task (‘controlled attention’; Namazi & Thordardottir, 2010 ), the Moving Word task (‘selective attention’; Bialystok, 1999 ), and the Conner’s Kiddie Continuous Performance test – Second Edition (K-CPT-2, ‘sustained attention’; Crespo & Kaushanskaya, 2021 ). Attentional fluctuations, represented by variability in response times on cognitive tasks, were measured in one experiment using the Tasks of Executive Control, a combination of N -back and go/no-go tasks (TEC; Haft et al, 2019 ).…”

Spot It and Learn It! Word Learning in Virtual Peer‐Group Interactions Using a Novel Paradigm for School‐Aged Children

“…Apart from finding commonalities in the pronunciation of accented speakers, accent experience might help in distinguishing relevant from irrelevant cues, as described in theories of early learning. Irrelevant variability, such as speaker variability, leads to an increase in the saliency of relevant cues (see Crespo & Kaushanskaya, 2021), and multiple‐speaker input is beneficial for children during learning (e.g., Richtsmeier, Gerken, Goffman, & Hogan, 2009). In addition to such short‐term processing advantages, long‐term accent experience comes with processing benefits too (Levy et al., 2019).…”

“…66After the first target trial, children understood that they had to memorize the new words in addition to matching the images, as indicated by their initial reactions (e.g., “Wait, I remember it, it's anvil!”, “Ah, I've got to memorize the words!”). Situations where word learning occurs through matching tasks are common, such as in cross‐situational word learning (Yu & Smith, 2007), and have been proven a successful tool in studies with school‐aged children (Crespo & Kaushanskaya, 2021). …”