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Cheung, Rachael W.; Hartley, Calum; Monaghan, Padraic – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The aim of this study was to identify variability in word-learning mechanisms used by late-talking children using a longitudinal study design, which may explain variability in late-talking children's outcomes. Method: A cohort of typically developing children (n = 40) and children who were classified as late-talking children at age 2;0…
Descriptors: Vocabulary Development, Learning Processes, Preschool Children, Delayed Speech
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Vong, Wai Keen; Lake, Brenden M. – Cognitive Science, 2022
In order to learn the mappings from words to referents, children must integrate co-occurrence information across individually ambiguous pairs of scenes and utterances, a challenge known as cross-situational word learning. In machine learning, recent multimodal neural networks have been shown to learn meaningful visual-linguistic mappings from…
Descriptors: Vocabulary Development, Cognitive Mapping, Problem Solving, Visual Aids
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Conwell, Erin; Pichardo, Felix; Horvath, Gregor; Lopez, Amanda – Language Learning and Development, 2022
Children's ability to learn words with multiple meanings may be hindered by their adherence to a one-to-one form-to-meaning mapping bias. Previous research on children's learning of a novel meaning for a familiar word (sometimes called a "pseudohomophone") has yielded mixed results, suggesting a range of factors that may impact when…
Descriptors: Vocabulary Development, Learning Processes, Preschool Children, Acoustics
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Shoaib, Amber; Wang, Tianlin; Hay, Jessica F.; Lany, Jill – Cognitive Science, 2018
Infants are sensitive to statistical regularities (i.e., transitional probabilities, or TPs) relevant to segmenting words in fluent speech. However, there is debate about whether tracking TPs results in representations of possible words. Infants show preferential learning of sequences with high TPs (HTPs) as object labels relative to those with…
Descriptors: Infants, Italian, English, Native Language
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Gerwin, Katelyn L.; Leonard, Laurence B.; Schumaker, Jennifer; Deevy, Patricia; Haebig, Eileen; Weber, Christine – Journal of Speech, Language, and Hearing Research, 2021
Purpose: Recent findings in preschool children indicated novel adjective recall was enhanced when learned using repeated retrieval with contextual reinstatement (RRCR) compared to repeated study (RS). Recall was similar for learned pictures used during training and new (generalized) pictures with the same adjective features. The current study…
Descriptors: Form Classes (Languages), Language Processing, Brain Hemisphere Functions, Recall (Psychology)
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Tong, Xiuli; McBride, Catherine – Journal of Learning Disabilities, 2018
Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character reading development. The…
Descriptors: Chinese, Orthographic Symbols, Memory, Reading Processes
Aydin, Burcu – Online Submission, 2017
In an English Foreign Language learning context, where access to native like use of metaphorical language is limited, gaining this ability becomes challenging. For many years, foreign language educators didn't pay much attention to idiomatic language and assumed that idioms could only be taught through rote learning. For this reason, they face…
Descriptors: Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction
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Mayor, Julien; Plunkett, Kim – Psychological Review, 2010
We present a neurocomputational model with self-organizing maps that accounts for the emergence of taxonomic responding and fast mapping in early word learning, as well as a rapid increase in the rate of acquisition of words observed in late infancy. The quality and efficiency of generalization of word-object associations is directly related to…
Descriptors: Generalization, Vocabulary Development, Classification, Language Acquisition
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Berthoff, Ann E. – College English, 1984
Assesses the hazards of models of cognitive development and the positivist views of language that support them. Considers how alternative views of language and learning can help develop a method of teaching that views reading and writing as interpretation and the making of meaning. (RBW)
Descriptors: Cognitive Development, Cognitive Mapping, Communication Research, Comprehension
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Evey, Julie A.; Merriman, William E. – Journal of Child Language, 1998
While children aged 1;10 and 2;1 show only a modest rate of mapping novel nouns onto unfamiliar rather than familiar objects, children aged 1;4 and 1;8 show a high rate. Two studies with young 2-year olds found the noun-mapping preference prevalent, but unless initial choices are strongly reinforced, increase in salience of familiar kinds lures…
Descriptors: Child Language, Cognitive Mapping, Error Patterns, Language Acquisition
Soja, Nancy N. – 1986
A study investigated children's difficulty in learning color words and attempted to determine whether the difficulty was perceptual, conceptual, or linguistic. The subjects were 24 two-year-olds, half with knowledge of color words and half without, and a similar control group. The experimental subjects were given conceptual and comprehension tasks…
Descriptors: Child Language, Classification, Cognitive Mapping, Color
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MacWhinney, Brian – Language Testing, 1995
Reviews factors influencing reversals of expectations for language-learning outcomes. This article touches on psychological and neurological data regarding individual differences in language-learning mechanisms and focuses on cross-linguistic psycholinguistic analysis that indicates that different target languages offer a wide variety of learning…
Descriptors: Cognitive Mapping, Data Analysis, Individual Differences, Language Aptitude