Spoken Word Recognition

Byers‐Heinlein, Krista

doi:10.1002/9781118835722.ch9

Cited by 3 publications

(1 citation statement)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Successful word learning implies overcoming different degrees of word ambiguity across contexts ( Beck et al, 1983 ; Hirsh-Pasek et al, 2004 ; Yu and Smith, 2007 ). The way children overcome this challenge may depend on the word-learning scenario or condition they are presented with ( Samuelson and McMurray, 2017 ; Byers-Heinlein, 2018 ), but also on children’s developmental stage ( Golinkoff et al, 1994 ; Hirsh-Pasek et al, 2004 ) and maturation of their domain-general cognitive processes ( Samuelson and Smith, 1998 ; Vlach and DeBrock, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

et al. 2023

View full text Add to dashboard Cite

Children’s ability to learn new words during their preschool years is crucial for further academic success. Previous research suggests that children rely on different learning mechanisms to acquire new words depending on the available context and linguistic information. To date, there is limited research integrating different paradigms to provide a cohesive view of the mechanisms and processes involved in preschool children’s word learning. We presented 4 year-old children (n = 47) with one of three different novel word-learning scenarios to test their ability to connect novel words to their correspondent referents without explicit instruction to do so. The scenarios were tested with three exposure conditions of different nature: (i) mutual exclusivity–target novel word-referent pair presented with a familiar referent, prompting fast-mapping via disambiguation, (ii) cross-situational–target novel word-referent pair presented next to an unfamiliar referent prompting statistically tracking the target pairs across trials, and (iii) eBook - target word-referent pairs presented within an audio-visual electronic storybook (eBook), prompting inferring meaning incidentally. Results show children succeed at learning the new words above chance in all three scenarios, with higher performance in eBook and mutual exclusivity than in cross-situational word learning. This illustrates children’s astounding ability to learn while coping with uncertainty and varying degrees of ambiguity, which are common in real-world situations. Findings extend our understanding of how preschoolers learn new words more or less successfully depending on specific word learning scenarios, which should be taken into account when working on vocabulary development for school readiness in the preschool years.

show abstract

Section: Introductionmentioning

confidence: 99%

Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

et al. 2023

View full text Add to dashboard Cite

show abstract

Multilingualism

Fennell¹,

Tsui²

2020

The Encyclopedia of Child and Adolescent Development

View full text Add to dashboard Cite

Despite the global prevalence of children learning more than one language, childhood multilingualism studies has taken off in earnest only since the late 1980s, with the vast majority of that work examining children who have acquired two languages from birth, or simultaneous bilinguals. Overall, global measures of language development (e.g., developmental milestones, total language scores) typically do not differ between bilinguals and monolinguals. However, the development of each language of the multilingual is closely tied to exposure to the specific language. Children learning a second language later in toddlerhood, or sequential bilinguals, are not as well researched, but their development and the factors associated with better second‐language acquisition are also summarized. Finally, outside of language, there is some evidence that the cognitive control associated with navigating multiple languages can lead to bilingual advantages in general cognitive control, even in infancy.

show abstract

Navigating Accent Variation: A Developmental Perspective

Johnson

Heugten

Buckler

2022

Annu. Rev. Linguist.

View full text Add to dashboard Cite

Adult processing of other-accented speech is fast, dependent on lexical access, and readily generalizable to new words. But what does children's processing of other-accented speech look like? Although many acquisition researchers have emphasized how other-accented speech presents a formidable challenge to young children, we argue that the field has perhaps underestimated children's early accent processing abilities. In support of this view, we present evidence that 2-year-olds’ accent processing abilities appear to be in many respects adult-like, and discuss the growing literature on children's ability to cope with multi-accent input in the natural world. We outline different theoretical outlooks on the transition children make from infancy to later childhood, and discuss how the growing sophistication of infants’ accent processing abilities feeds into their social perception of the world (and perhaps vice versa). We also argue that efficient processing and meaningful interpretation of accent variation are fundamental to human cognition, and that early proficiency with accent variation (along with all of the implied representational and learning capacities) is difficult to explain without assuming the early emergence of abstract speech representations. Expected final online publication date for the Annual Review of Linguistics, Volume 8 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

show abstract

Spoken Word Recognition

Cited by 3 publications

References 58 publications

Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

Multilingualism

Navigating Accent Variation: A Developmental Perspective

Contact Info

Product

Resources

About