The Type, but Not the Amount, of Information Available Influences Toddlers' Fast Mapping and Retention of New Words

Brady, Kathryn W.; Goodman, Jay S.

doi:10.1044/2013_ajslp-13-0013

Cited by 10 publications

(12 citation statements)

References 48 publications

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“…The results of the current experiments showing the formation of equivalence relations among stimuli related by exclusion suggest that conditional relations were established among the undefined stimuli on the exclusion trials. This suggestion is also supported by some studies in the field of fast mapping, in which participants who were exposed to some exclusion trials are then exposed to other test trials in which they generally select an undefined comparison given an undefined sample, rather than other undefined comparisons related to other undefined samples (e.g., Brady & Goodman, 2014;Hu, 2012;Medina, Snedeker, Trieswell & Gleitman, 2011;Spiegel & Halberda, 2011;Vlach & Sandhofer, 2012).…”

Section: Discussionmentioning

confidence: 74%

“…Some research in the field of fast mapping seems to support this finding. For example, when children are exposed to some exclusion trials relating an undefined word with an undefined object, most will accurately select the correct object given its respective word when other objects that are related to other words by exclusion are the alternative comparison stimuli (e.g., Brady & Goodman, ; Hu, ).…”

Section: Discussionmentioning

confidence: 99%

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Formation of new stimulus equivalence classes by exclusion

Plazas

Villamil

2018

J Exper Analysis Behavior

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This study presents three experiments that aimed to show the formation of stimulus equivalence relations among stimuli that had been previously related only by exclusion. In Experiment 1, participants were trained on baseline conditional discriminations to establish two 3-member equivalence classes. Then, they were exposed to exclusion trials, without feedback, in which undefined stimuli had to be matched by rejecting the defined baseline stimuli. Finally, participants responded to test trials evaluating the emergence of symmetry and transitivity among the undefined stimuli from the exclusion trials. For half of the participants, the stimuli related by exclusion were introduced as S- stimuli in the baseline trials, whereas for the other half they were not. Further, half of the participants were assessed for emergent relations with stimuli from all the classes, whereas the other half was assessed for emergent relations with only the stimuli related by exclusion. In Experiment 2, the S- comparisons in the emergent relations test trials with stimuli only related by exclusion were stimuli from a null class. In Experiment 3, the number of exclusion trials was doubled. Across experiments, most participants showed emergence of equivalence relations among the stimuli related by exclusion. Some conditions of stimulus control associated with exclusion learning and the emergence of equivalence relations are discussed.

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Section: Discussionmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Formation of new stimulus equivalence classes by exclusion

Plazas

Villamil

2018

J Exper Analysis Behavior

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“…Children and infants use various cues to determine correct associations between objects and words. However, the types of cues available can affect how well fast mapping occurs (Brady & Goodman, 2014). Some studies have explored how emotional cues impact the language acquisition processes (Berman, Graham, Callaway & Chambers, 2013;Clement, Bernard, Grandjean & Sander, 2013;Herold, Nygaard, Chicos & Namy, 2011;San Jaun, Chambers, Berman, Humphry & Graham, 2017).…”

Section: Typical Childrenmentioning

confidence: 99%

“…given evidence showing that attention toward social cues can influence word learning (Brady & Goodman, 2014;Carey & Bartlett, 1978;Halberda, 2006;Tenenbaum et al, 2014), we investigated the relationships between eye-gaze and learning performance in each emotion condition. We expected that children who looked more at the face of the speaker would be more influenced by emotional cues when learning words.…”

Section: Emotion Language and The Broader Autism Phenotypementioning

confidence: 99%

“…Children have the ability to learn new words for new objects even after hearing the word just once; a process known as fast mapping. The ability to learn the words can be impacted by the level of familiarity of the objects, the semantic context (such as other descriptive information about the objects), and social cues like eye gaze (Brady & Goodman, 2014;Carey & Bartlett, 1978;Halberda, 2006). In relation to emotion, Singh, Morgan and White (2004) showed that infants preferred listening to happy sounding voices over neutral voices.…”

Section: Introductionmentioning

confidence: 99%

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Emotion processing and the broader autism phenotype

West¹

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The processing of emotion is fundamental in various aspects of human experience. However, our understanding of emotional processes is incomplete, particularly in relation to language processing. Further, individuals such as those with an autism spectrum disorder (ASD) often show differences in their perception and understanding of emotion. Whilst many characteristics of ASD present to varying degrees in the wider population, the extent to which differences in emotion processing extend beyond those with a diagnosis of ASD remains largely unknown. The aims of this thesis were to determine the links between emotion and language processes in both adults and children, and to determine the relationship between emotion processing and non-clinical levels of autism-like traits, known as the broader autism phenotype (BAP). These aims were achieved by investigating (i) the recognition of facial and vocal emotional cues in relation to autism traits, and (ii) the impact of emotional cues on language learning in relation to autism traits. Chapter 2 aimed to determine how vocal expressions of emotion influenced subsequent recognition of facial emotions, and whether this influence differed according to levels of autism-like traits among typical adults. The results revealed that emotions, expressed via a combination of semantic meaning and prosody, enhanced subsequent facial emotion recognition when the vocal and facial cues were congruent, and impaired recognition when the emotional cues were incongruent. However, these effects were apparent only for those with low levels of autism-like traits and not for those with higher levels. Chapter 3 aimed to determine whether typically developing children were able to match various vocal expressions of emotion to facial expressions, and whether this ability differed between those with low or high levels of autism-like traits. The results showed that the children"s ability to match emotions differed according to emotion type, such that more errors were made when matching expressions of happiness and fear, compared to sadness and anger. However, matching ability did not differ between those with low or high levels of autism-like traits. Taken together, the results of the two studies outlined in Chapters 2 and 3 indicated that adults with higher levels of autism-like traits failed to integrate emotional information across modalities. However children with higher levels of autism-like traits were able to integrate crossmodal emotional information in a similar manner to those with lower levels of autism-like traits. These findings suggest that difficulties integrating emotional information across modalities may be characteristic of the BAP, but may become apparent between mid-childhood and adulthood. Chapter 4 aimed to determine whether vocal emotional cues impacted adults" ability to learn new words, and explored whether this ability to learn was influenced by levels of autism-like traits. The results revealed that fearful prosody interfered with the ability to learn new words for all partic...

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