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Diana Leyva; Christina Weiland; Anna Shapiro; Gloria Yeomans-Maldonado; Angela Febles – Grantee Submission, 2022
Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (M[subscript age] = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners' outcomes in the United States. There were moderate-to-large…
Descriptors: Culturally Relevant Education, Family Programs, Intervention, Hispanic American Students
Pace, Amy; Luo, Rufan; Levine, Dani; Iglesias, Aquiles; de Villiers, Jill; Golinkoff, Roberta M.; Wilson, Mary S.; Hirsh-Pasek, Kathy – Grantee Submission, 2020
This study investigated the relation between Dual Language Learners' (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (1) performance in Spanish correlated with performance in English within each domain; and (2) comprehension predicted novel word learning…
Descriptors: Preschool Children, Bilingual Students, Vocabulary Development, Grammar
Lindsey Peters-Sanders; Houston Sanders; Howard Goldstein; Kandethody Ramachandran – Grantee Submission, 2023
Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the…
Descriptors: Grade 1, Grade 3, Elementary School Students, Vocabulary Development
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Jones, Michael N. – Grantee Submission, 2018
Abstraction is a core principle of Distributional Semantic Models (DSMs) that learn semantic representations for words by applying dimensional reduction to statistical redundancies in language. Although the posited learning mechanisms vary widely, virtually all DSMs are prototype models in that they create a single abstract representation of a…
Descriptors: Abstract Reasoning, Semantics, Memory, Learning Processes
Yarbro, Jeffrey T.; Olney, Andrew M. – Grantee Submission, 2021
This paper explores the concept of dynamically generating definitions using a deep-learning model. We do this by creating a dataset that contains definition entries and contexts associated with each definition. We then fine-tune a GPT-2 based model on the dataset to allow the model to generate contextual definitions. We evaluate our model with…
Descriptors: Definitions, Learning Processes, Models, Context Effect
Aravind, Athulya; de Villiers, Jill; Pace, Amy; Valentine, Hannah; Golinkoff, Roberta; Hirsh-Pasek, Kathy; Iglesias, Aquiles; Wilson, Mary Sweig – Grantee Submission, 2018
Do children learn a new word by tracking co-occurrences between words and referents across multiple instances ("cross-situational learning" models), or is word-learning a "one-track" process, where learners maintain a single hypothesis about the possible referent, which may be verified or falsified in future occurrences…
Descriptors: Young Children, Vocabulary Development, Memory, Retention (Psychology)
Levine, Dani; Pace, Amy; Luo, Rufan; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; de Villiers, Jill; Igesias, Aquiles; Wilson, Mary Sweig – Grantee Submission, 2020
Early language competence is a reliable and powerful predictor of children's success in school, and word gaps linked to socioeconomic status disparities have cascading effects on academic outcomes. While early research -- such as the work of Hart and Risley (1995) -- focused on gaps in vocabulary, growing evidence reveals wide gaps in syntax as…
Descriptors: Language Skills, Socioeconomic Status, Screening Tests, Social Differences
Peter Organisciak; Michele Newman; David Eby; Selcuk Acar; Denis Dumas – Grantee Submission, 2023
Purpose: Most educational assessments tend to be constructed in a close-ended format, which is easier to score consistently and more affordable. However, recent work has leveraged computation text methods from the information sciences to make open-ended measurement more effective and reliable for older students. This study asks whether such text…
Descriptors: Learning Analytics, Child Language, Semantics, Age Differences
Neuman, Susan B.; Wong, Kevin M.; Flynn, Rachel; Kaefer, Tanya – Grantee Submission, 2019
This article reports on two studies designed to examine the landscape of online streamed videos, and the features that may support vocabulary learning for low-income preschoolers. In Study 1, we report on a content analysis of 100 top language- and literacy-focused educational media programs streamed from five streaming platforms. Randomly…
Descriptors: Vocabulary Development, Video Technology, Cues, Low Income Groups
Rebecca A. Dore; Jennifer M. Zosh; Kathy Hirsh-Pasek; Roberta M. Golinkoff – Grantee Submission, 2017
Digital media and electronic toys are changing the landscape of childhood. How does this change impact language learning? In this chapter, we explore potential alignment between six established principles of language and children's engagement with digital media and electronic toys. We argue that electronic toys and digital media are not solely…
Descriptors: Vocabulary Development, Electronic Learning, Toys, Information Technology
Roberts, Theresa A; Vadasy, Patricia F; Sanders, Elizabeth A – Grantee Submission, 2018
This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…
Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups
Adlof, Suzanne; Frishkoff, Gwen; Dandy, Jennifer; Perfetti, Charles – Grantee Submission, 2016
Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, a.k.a. "frontier words" (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However,…
Descriptors: Semantics, Familiarity, Adults, Children