Lexical exposure and word-form encoding in 1.5-year-olds.

Swingley, Daniel

doi:10.1037/0012-1649.43.2.454

Cited by 93 publications

(106 citation statements)

References 76 publications

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“…Though Maye et al (2002) showed that short-term modification of infants' speech categories is possible with very little training, it remains the case that infants' day-to-day exposure to speech dwarfs the 440 stimuli our participants listened to. Indeed, American infants hear between 500 and 1,500 words spoken to them by their parents each hour they interact (Hart & Risley, 1995, p. 239; see also Swingley, 2007). The everyday speech input infants receive, on the other hand, is much more complex in terms of contextual variability and talker characteristics than our stimuli.…”

Section: Discussionmentioning

confidence: 98%

Supervised and unsupervised learning of multidimensionally varying non-native speech categories

Goudbeek

Cutler

Smits

2008

Speech Communication

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Learning to recognize the contrasts of a language-specific phonemic repertoire can be viewed as forming categories in a multidimensional psychophysical space. Research on the learning of distributionally defined visual categories has shown that categories defined over 1 dimension are easy to learn and that learning multidimensional categories is more difficult but tractable under specific task conditions. In 2 experiments, adult participants learned either a unidimensional or a multidimensional category distinction with or without supervision (feedback) during learning. The unidimensional distinctions were readily learned and supervision proved beneficial, especially in maintaining category learning beyond the learning phase. Learning the multidimensional category distinction proved to be much more difficult and supervision was not nearly as beneficial as with unidimensionally defined categories. Maintaining a learned multidimensional category distinction was only possible when the distributional information that identified the categories remained present throughout the testing phase. We conclude that listeners are sensitive to both trial-by-trial feedback and the distributional information in the stimuli. Even given limited exposure, listeners learned to use 2 relevant dimensions, albeit with considerable difficulty.

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Section: Discussionmentioning

confidence: 98%

Supervised and unsupervised learning of multidimensionally varying non-native speech categories

Goudbeek

Cutler

Smits

2008

Speech Communication

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“…Although this may seem unrealistically high, the input to the model is miniscule compared to the language that humans are exposed to during childhood and adulthood. For example, even pre-literate infants may be exposed to as many as half a million words in just a 3 week period (Swingley, 2007).…”

Section: Chunk Learningmentioning

confidence: 99%

Questioning short-term memory and its measurement: Why digit span measures long-term associative learning

2015

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Traditional accounts of verbal short-term memory explain differences in performance for different types of verbal material by reference to inherent characteristics of the verbal items making up memory sequences. The role of previous experience with sequences of different types is ostensibly controlled for either by deliberate exclusion or by presenting multiple trials constructed from different random permutations. We cast doubt on this general approach in a detailed analysis of the basis for the robust finding that short-term memory for digit sequences is superior to that for other sequences of verbal material. Specifically, we show across four experiments that this advantage is not due to inherent characteristics of digits as verbal items, nor are individual digits within sequences better remembered than other types of individual verbal items. Rather, the advantage for digit sequences stems from the increased frequency, compared to other verbal material, with which digits appear in random sequences in natural language, and furthermore, relatively frequent digit sequences support better short-term serial recall than less frequent ones. We also provide corpus-based computational support for the argument that performance in a short-term memory setting is a function of basic associative learning processes operating on the linguistic experience of the rememberer. The experimental and computational results raise questions not only about the role played by measurement of digit span in cognition generally, but also about the way in which long-term memory processes impact on short-term memory functioning.

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“…This stands in contrast with ERP studies, and adult experiments generally, where a fixation stimulus is systematically presented to centre the participant's attention before trial onset (Kuipers & Thierry, 2011). When a central fixation point is used, trials are always triggered by the experimenter, but not systematically when such cue is not used, in which case trials are sometimes automatically interspaced (Ramon-Casas et al, 2009;Swingley, 2003Swingley, , 2007.…”

Section: Central Fixation Pointmentioning

confidence: 91%

“…Indeed, whereas the Switch task is designed for novel word learning situations, the IPL allows for the investigation of novel word learning (e.g., Gurteen, Horne, & Erjavec, 2011;Schafer & Plunkett, 1998;Swingley & Aslin, 2002, 2007 together with familiar word recognition (e.g., Fernald, Pinto, Swingley, Weinberg, & McRoberts, 1998;Fernald et al, 2008;Houston-Price, Mather, & Sakkalou, 2007;Mani, Coleman, & Plunkett, 2008;Mani & Plunkett, 2007, 2011aRamon-Casas, Swingley, Sebastián-Gallés, & Bosch, 2009;White & Morgan, 2008), mutual exclusivity (Houston-Price, Caloghiris, & Raviglione, 2010) and most recently has been adapted for priming tasks (e.g., Arias-Trejo & Plunkett, 2009, 2013Mani, Durrant, & Floccia, 2012;Styles & Plunkett, 2009).…”

Section: Introductionmentioning

confidence: 99%

A methodological investigation of the Intermodal Preferential Looking paradigm: Methods of analyses, picture selection and data rejection criteria

Luche

Durrant

Poltrock

et al. 2015

Infant Behavior and Development

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The Intermodal Preferential Looking paradigm provides a sensitive measure of a child's online word comprehension. To complement existing recommendations (Fernald, Zangl, Portillo, & Marchman, 2008), the present study evaluates the impact of experimental noise generated by two aspects of the visual stimuli on the robustness of familiar word recognition with and without mispronunciations: the presence of a central fixation point and the level of visual noise in the pictures (as measured by luminance saliency). Twenty-month-old infants were presented with a classic word recognition IPL procedure in 3 conditions: without a fixation stimulus (No Fixation - noisiest condition), with a fixation stimulus before trial onset (Fixation, intermediate), and with a fixation stimulus, a neutral background and equally salient images (Fixation Plus - least noisy). Data were systematically analyzed considering a range of data selection criteria and dependent variables (proportion of looking time towards the target, longest look, and time-course analysis). Critically, the expected pronunciation and naming interaction was only found in the Fixation Plus condition. We discuss the impact of data selection criteria and the dependent variable choice on the modulation of these effects across the different conditions.

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Lexical exposure and word-form encoding in 1.5-year-olds.

Cited by 93 publications

References 76 publications

Supervised and unsupervised learning of multidimensionally varying non-native speech categories

Supervised and unsupervised learning of multidimensionally varying non-native speech categories

Questioning short-term memory and its measurement: Why digit span measures long-term associative learning

A methodological investigation of the Intermodal Preferential Looking paradigm: Methods of analyses, picture selection and data rejection criteria

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