What infants know about the unsaid: Phonological categorization in the absence of auditory input

Ngon, Céline; Peperkamp, Sharon

doi:10.1016/j.cognition.2016.03.014

Cited by 5 publications

(3 citation statements)

References 39 publications

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“…LOOK words may show the highest recall, as silent looking may be the least cognitively demanding task for younger children (LOOK > LISTEN > SAY; distinctiveness and cognitive demand hypothesis: Possibility 1). On the other hand, LOOK words may require more cognitive resources for younger children: When an image is provided without an auditory label, children must independently retrieve the word's phonological representation (Ngon & Peperkamp, 2016). This retrieval needed in the LOOK condition may turn out to be more demanding for young children compared to the LISTEN condition, where the auditory label is provided with the image (LISTEN > LOOK & SAY; distinctiveness and cognitive demand hypothesis: Possibility 2).…”

Section: Methodsmentioning

confidence: 99%

A Shift in the Direction of the Production Effect in Children Aged 2–6 Years

et al. 2021

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Research has found mixed evidence for the production effect in childhood. Some studies have found a positive effect of production on word recognition and recall, while others have found the reverse. This paper takes a developmental approach to investigate the production effect. Children aged 2-6 years (n = 150) from a predominantly white population in Ottawa, Canada were trained on familiar words which were either seen, heard or produced, followed by a recall task. Results showed a developmental shift: younger participants showed a reverse production effect, recalling more words that were heard during training, while older children showed the typical production effect, recalling more produced words. The effect of production on recall is not unidirectional and varies by age.

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Section: Methodsmentioning

confidence: 99%

A Shift in the Direction of the Production Effect in Children Aged 2–6 Years

et al. 2021

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“…Research on developmental speech production takes a somewhat indirect approach to examine the role or effect of production on learning—in other words, production is typically not a controlled factor. Evidence is emerging that production‐based representations exist even before infants produce meaningful speech (Bruderer, Danielson, Kandhadai, & Werker, ; DePaolis, Vihman, & Keren‐Portnoy, ; DePaolis, Vihman, & Nakai, ; Majorano, Vihman, & DePaolis, ; Ngon & Peperkamp, ; Yeung & Werker, ). In addition to observing that there is a relationship between infants’ babbling repertories and their first words (Vihman, Macken, Miller, Simmons & Miller, ), children are more likely to add words to their productive vocabulary when the words are shorter in word length, have more phonological neighbours (i.e., words that sound similar to many other words), and are more frequent (Carlson, Sonderegger, & Bane, ; Coady & Aslin, ; Maekawa & Storkel, ; Ota & Green, ; Stoel‐Gammon, ; Storkel, , ).…”

Section: Introductionmentioning

confidence: 99%

Reverse production effect: children recognize novel words better when they are heard rather than produced

Zamuner

Strahm

Morin-Lessard

et al. 2017

Developmental Science

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This research investigates the effect of production on 4.5- to 6-year-old children's recognition of newly learned words. In Experiment 1, children were taught four novel words in a produced or heard training condition during a brief training phase. In Experiment 2, children were taught eight novel words, and this time training condition was in a blocked design. Immediately after training, children were tested on their recognition of the trained novel words using a preferential looking paradigm. In both experiments, children recognized novel words that were produced and heard during training, but demonstrated better recognition for items that were heard. These findings are opposite to previous results reported in the literature with adults and children. Our results show that benefits of speech production for word learning are dependent on factors such as task complexity and the developmental stage of the learner.

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“…However, more recent research has found that infants can name objects implicitly, and that private speech may not be dependent on expressive ability (Mani & Plunkett, ). For instance, it has been shown that 21‐month‐olds can activate phonological representations of words they understand but have not yet attempted to pronounce (Ngon & Peperkamp, ). As such, our results are in favor of receptive rather than expressive language as a predictor of both hot and cool aspects of self‐regulation, but that this does not rule out the involvement of private speech.…”

Section: Discussionmentioning

confidence: 99%

Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years

Frick

Forslund

Brocki

2019

Scandinavian J Psychology

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2019). Does child verbal ability mediate the relationship between maternal sensitivity and later self-regulation? A longitudinal study from infancy to 4 years. Scandinavian Journal of Psychology, 60, 97-105.There is a need to further examine the mechanisms by which maternal sensitivity influences the development of child self-regulation. This study investigated the role of maternal sensitivity when infants were 10 months old and child verbal ability at 18 months, in relation to various aspects of selfregulation at 48 months, in a sample of 95 typically developing children (46.3% girls). In particular, the study examined, from a Vygotskian perspective, whether child verbal ability, as measured by receptive and expressive language, mediated the relationship between maternal sensitivity and hot and cool aspects of self-regulation in the child. As hypothesized, maternal sensitivity predicted child verbal ability, as well as working memory, set shifting, and delay of gratification. Child receptive language predicted set shifting, inhibition, and delay of gratification. In addition, receptive language mediated the relationship between maternal sensitivity and inhibition only. Additive effects of maternal sensitivity and child receptive language in relation to set shifting were found, and a main effect of maternal sensitivity on child delay of gratification. The results add to the body of research suggesting that responsive parenting and child verbal ability are important for the development of self-regulation, and suggest that different mechanisms may be at work for different aspects of self-regulation.

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What infants know about the unsaid: Phonological categorization in the absence of auditory input

Cited by 5 publications

References 39 publications

A Shift in the Direction of the Production Effect in Children Aged 2–6 Years

A Shift in the Direction of the Production Effect in Children Aged 2–6 Years

Reverse production effect: children recognize novel words better when they are heard rather than produced

Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years

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