The Role of Production in Infant Word Learning

Vihman, Marilyn May; DePaolis, Rory A.; Keren‐Portnoy, Tamar

doi:10.1111/lang.12058

Cited by 34 publications

(36 citation statements)

References 67 publications

(94 reference statements)

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“…Both in infancy and beyond, studies have shown that word production and use provide a more stable, more reliable, better‐established representation than word recognition or comprehension alone (Icht & Mama, ; MacLeod, Gopie, Hourihan, Neary, & Ozubko, ; Vihman, DePaolis, & Keren‐Portnoy, ; Zamuner, Morin‐Lessard, Strahm, & Page, ). There are many reasons why this should be true, including the greater effort involved in production, which accordingly supports more robust memory or representation (Elbers & Wijnen, ) and the support that a match to a well‐practised production routine affords to the challenge of retaining novel word forms; the matching process, which becomes increasingly accessible as the lexicon grows, constructs or shapes phonological memory (Keren‐Portnoy, Vihman, DePaolis, Whitaker, & Williams, ).…”

Section: Word Production I: Item Learning and ‘Pre‐selection’mentioning

confidence: 99%

Learning words and learning sounds: Advances in language development

Vihman

2016

British J of Psychology

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Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating 'perceptual narrowing' in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches.

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Section: Word Production I: Item Learning and ‘Pre‐selection’mentioning

confidence: 99%

Learning words and learning sounds: Advances in language development

Vihman

2016

British J of Psychology

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“…In terms of speech gains, instead of waiting for collateral gains, some participants may benefit from directly teaching speech sounds that comprise targeted vocabulary within a multimodal approach. Speech gains are likely to come more slowly than AAC gains, but practicing the motor movements required for speech-sound productions may improve speech learning while also reinforcing word learning (Vihman, DePaolis, & Keren-Portnoy, 2014). …”

Section: The Need For a Multimodal Approachmentioning

confidence: 99%

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Brady

Storkel

Bushnell

et al. 2015

Am J Speech Lang Pathol

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Purpose To investigate a new intervention package aimed at increasing expressive word learning by school-age children with autism who have limited expressive vocabularies. This pilot investigation was intended to show proof of concept. Method Ten children between the ages of 6-10 years with educational diagnoses of autism and limited expressive vocabularies at the outset of the study participated. A multimodal intervention composed of speech sound practice and AAC was used to teach individualized vocabulary words that were selected based on initial speech sound repertoires and principles of phonotactic probability and neighborhood density. A multiple-probe design was used to evaluate learning outcomes. Results Five children showed gains in spoken- word learning across successive word sets (High Responders). Five children did not meet learning criteria (Low Responders). Comparisons of behaviors measured prior to intervention indicated that High Responders had relatively higher skills in receptive language, prelinguistic communication, vocal/verbal imitation, adaptive behavior and consonant productions. Conclusions The intervention package holds promise for improving spoken word productions for some children with autism who have limited expressive vocabularies. Further research is needed to better describe who may most benefit from this approach as well as investigate generalized benefits to untaught contexts and targets.

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“…Furthermore, the sounds produced in this age are, generally, nasals and stops, both are easy to acquire. There are also evidences that children in the beginning of phonological acquisition select the words to speak at least partially on the basis of how pronounceable they are (28) . The fricatives presented the most significant correlations, whether they are positive or negative.…”

Section: Discussionmentioning

confidence: 99%

“…The child presents a good vocabulary and some acquired sounds, so he/she starts to generalize the patterns he/she uses most, adapting fewer accessible target words, syllabic structures or sounds to one or more emergent templates (28) . The U-shaped curve also explains the absence of negative correlations at the age of five years (28) , because after this unstable period, both vocabulary and phonology improve, so both domains become stable.…”

Section: Discussionmentioning

confidence: 99%

Correlações entre a produção de classes fonêmicas e classes gramaticais no Português Brasileiro

Wiethan

Mota

Moraes

2016

Audiol., Commun. Res.

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Purpose: Describing the word classes and phonological classes' acquisition of the Brazilian Portuguese in children typically developed and verifying the correlations between these two language systems. Methods: In this study 186 children with typical language development, aged from 1 year, 6 months to 5 years, 11 months, who were Brazilian Portuguese speakers took part. The data collection involved speech, language and hearing assessments and spontaneous speech recordings. The production probabilities of each sound class were considered and the words produced were divided into word classes. The correlations among sound and word classes were analyzed. Results: Nasals and stops are the first sounds acquired followed by fricatives and liquids. Nouns and verbs are the first word classes produced. Regarding to statistically significant correlations, stops were positively correlated with nouns, adjectives, adverbs and pronouns. Fricatives had a lot of positive and negative correlations with different word classes. Liquids had positive correlations with adjectives and articles; and negative correlations with nouns, adverbs and numerals. No correlation was found among nasals and the sound classes. Conclusion: The acquisition of stops and nasals are precocious. The fricatives and liquids are more complex. Nouns and verbs are prevalent in the beginning of acquisition. The elements mostly related to syntax are acquired later. There are many correlations between phonology and vocabulary, showing a clear relationship between one another. Keywords: Child; Child, Preschool; Child language; Speech; Vocabulary RESUMO Objetivo: Descrever a aquisição das classes fonêmicas e gramaticais do Português Brasileiro em crianças com desenvolvimento típico e verificar as correlações entre esses dois sistemas da linguagem. Métodos: O presente estudo contou com 186 crianças com desenvolvimento típico de linguagem, com idades entre 1 ano e 6 meses e 5 anos e 11 meses, falantes de Português Brasileiro. A coleta de dados envolveu avaliações fonoaudiológicas e gravações da fala espontânea. Considerou-se a probabilidade de produção de cada classe fonêmica e as palavras produzidas foram divididas em classes gramaticais. Após, buscou-se estabelecer as correlações entre essas classes. Resultados: Nasais e plosivas foram os primeiros sons adquiridos, seguidos pelas fricativas e líquidas. Substantivos e verbos foram as primeiras classes gramaticais produzidas. Em relação às correlações estatisticamente significantes, as plosivas tiveram correlação positiva com substantivos, adjetivos, advérbios e pronomes. As fricativas apresentaram várias correlações positivas e negativas com diferentes classes gramaticais. As líquidas tiveram correlações positivas com adjetivos e artigos e correlações negativas com substantivos, advér-bios e numerais. Não foram encontradas correlações entre as nasais e as classes gramaticais. Conclusão: A aquisição das plosivas e das nasais é precoce. Já as fricativas e líquidas, são mais complexas. Substantivos e verbos são...

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The Role of Production in Infant Word Learning

Cited by 34 publications

References 67 publications

Learning words and learning sounds: Advances in language development

Learning words and learning sounds: Advances in language development

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Correlações entre a produção de classes fonêmicas e classes gramaticais no Português Brasileiro

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