NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Redundancy and Complementarity in Language and the Environment: How Intermodal Information Is Combined to Constrain Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Padraic Monaghan; Heather Murray; Heiko Holz – Language Learning, 2024
To acquire language, learners have to map the language onto the environment, but languages vary as to how much information they include to constrain how a sentence relates to the world. We investigated the conditions under which information within the language and the environment is combined for learning. In a cross-situational artificial language…
Descriptors: Language Usage, Environmental Influences, Context Effect, Artificial Languages
From Play to Language: Infants' Actions on Objects Cascade to Word Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Suarez-Rivera, Catalina; Linn, Emily; Tamis-LeMonda, Catherine S. – Language Learning, 2022
Infants build knowledge by acting on the world. We conducted an ecologically grounded test of an embodied learning hypothesis: that infants' active engagement with objects in the home environment elicits caregiver naming and cascades to learning object names. Our home-based study extends laboratory-based theories to identify real-world processes…
Descriptors: Infants, Video Technology, Family Environment, Parent Child Relationship
Exploring "Intersubjectivity Negotiation Episodes" and "Language Related Episodes" in Second-Language Peer Interaction
Peer reviewed Peer reviewed
Direct linkDirect link
Toth, Paul D.; Gil-Berrio, Yohana – Language Learning, 2022
This study examines learner deliberations over their discursive plans during second language (L2) instructional tasks, which we call "intersubjectivity negotiation episodes" (INEs). We argue that these provide essential contexts for negotiations over L2 form-meaning mappings, known as "language related episodes" (LREs). Our…
Descriptors: Peer Relationship, Second Language Learning, Second Language Instruction, Spanish
Learning Maximum Absolute Meaning through Reasoning about Speaker Intentions
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Crystal; Kurumada, Chigusa – Language Learning, 2021
Three experiments investigated adult learners' acquisition of a novel adjective. In English and other languages, meanings of some gradable adjectives are said to include an absolute standard of comparison (e.g., "full" means completely filled with content). However, actual usage is often imprecise, where a maximum absolute standard of…
Descriptors: Form Classes (Languages), Adult Learning, Language Usage, Semantics
Primed from the Start: Syntactic Priming during the First Days of Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Weber, Kirsten; Christiansen, Morten H.; Indefrey, Peter; Hagoort, Peter – Language Learning, 2019
New linguistic information must be integrated into our existing language system. Using a novel experimental task that incorporates a syntactic priming paradigm into artificial language learning, we investigated how new grammatical regularities and words are learned. This innovation allowed us to control the language input the learner received,…
Descriptors: Syntax, Second Language Learning, Task Analysis, Priming
How Individual Differences Affect Learning of Translation-Ambiguous Vocabulary
Peer reviewed Peer reviewed
Direct linkDirect link
Degani, Tamar; Goldberg, Miri – Language Learning, 2019
This study examined interactions of word and learner characteristics during foreign vocabulary learning, focusing on translation ambiguity and individual differences in cognitive resources and linguistic background (language proficiency, multilingual experience). Fifty-three native Hebrew speakers and Russian-Hebrew multilinguals learned the…
Descriptors: Individual Differences, Vocabulary Development, Translation, Russian