D Geoffrey Hall
Biographic Data
| ID | 3592016 |
|---|---|
| NAME | D Geoffrey Hall |
| GIVEN NAMES | D Geoffrey |
| FAMILY NAME | Hall |
| SIGNATURE | HALL D G |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0001-9430-2701 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Using social media to infer the diffusion of an urban contact dialect: A case study of Multicultural London English
Sociolinguistic research has demonstrated that 'urban contact dialects' tend to diffuse beyond the speech communities in which they first emerge. However, no research has attempted to explore the distribution of these varieties across an entire nation nor isolate the social mechanisms that propel their spread. In this paper, we use a corpus of 1.8 billion geo-tagged tweets to explore the spread of Multicultural London English (MLE) lexis across t…
Dutch–Mandarin learners’ online use of syntactic cues to anticipate mass vs. count interpretations
It remains unclear whether late second language learners (L2ers) can acquire sufficient knowledge about unique-to-L2 constructions through implicit learning to build anticipations during real-time processing. To tackle this question, we conducted a visual world paradigm experiment to investigate high-proficiency late first-language Dutch second-language Mandarin Chinese learners’ online processing of syntactic cues to count vs. mass interpretatio…
The scope of infants' early object word extensions
Children's Understanding of Proper Names and Descriptions
This research addressed the question of whether children understand proper names differently from descriptions. We examined how children extend these two types of expressions from an initial object (a truck) owned by the experimenter to two identical objects created by transforming the initial object, both owned by the experimenter. Adults and 5/6-year-olds extended a name (“Tommy”) to only one post-transformation object, but extended a descripti…
Primary Care Family Physicians’ Experiences with Clinical Integration: A Scoping Review of Qualitative and Mixed Reviews
The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 2.913 (2021 JCR, received in June 2022)The IJIC 20th Anniversary Issue was published in 2021
Processing Evidence for the Grammatical Encoding of the Mass/Count Distinction in Mandarin Chinese
Putting Mutual Exclusivity in Context: Speaker Race Influences Monolingual and Bilingual Infants’ Word-Learning Assumptions
Previous work indicates mutual exclusivity in word learning in monolingual, but not bilingual toddlers. We asked whether this difference indicates distinct conceptual biases, or instead reflects best-guess heuristic use in the absence of context. We altered word-learning contexts by manipulating whether a familiar- or unfamiliar-race speaker introduced a novel word for an object with a known category label painted in a new color. Both monolingual…
The impersonal gets personal: A new pronoun in Multicultural London English
Multicultural London English (MLE) has developed a new pronoun, man, with a number of interesting properties. It can be interpreted as any person and number combination (1sg, 1pl, 2sg, 2pl, 3sg, 3pl), and at first blush appears the allow a generic impersonal reading. One central strand of analyses of the ‘generic’ or ‘quasi-universal’ interpretation of impersonal pronouns involves treating them as featurally impoverished pronouns which act as var…
Transforming Celebrity Objects: Implications for an Account of Psychological Contagion
The celebrity effect is the well-documented phenomenon in which people ascribe an enhanced worth to artefacts owned by famous individuals. This effect has been attributed to a belief in psychological contagion, the transmission of a person’s essence to an object via contact. We examined people’s judgments of the persisting worth of celebrity-owned artefacts following transformations of their parts/material and found that the celebrity effect was …
Children’s and Adults’ Understanding of Proper Namable Things
In two studies, we explored 5-year-olds’ and adults’ beliefs about entities that receive reference by proper names. In Study 1 we used two tasks: (1) a listing task in which participants stated what things in the world can and cannot receive proper names, and (2) an explanation task in which they explained why some things merit proper names. Children’s lists of proper namable things were more centred than adults’ on living animate entities and th…
Input and word learning: Caregivers' sensitivity to lexical category distinctions
Twenty-four caregivers and their two- to four-year-old children took part in a storybook reading task in which caregivers taught children novel labels (‘DAXY’) for familiar objects. One group ( N =12) received labels modelled syntactically as proper names (‘This is NAMED DAXY’), and another group ( N =12) received the same labels for the same objects modelled syntactically as adjectives (‘This is VERY DAXY’). Caregivers took strikingly different …
Comparison, basic-level categories, and the teaching of adjectives
We tested 24 caregivers of preschool children to determine whether their strategies for teaching novel adjectives are consistent with children's demonstrated abilities to learn these words (e.g. Waxman & Klibanoff, 2000). On each of four trials, caregivers had to select one of two cards, both of which showed a familiar object bearing an unfamiliar property. On the within-basic card, the object was accompanied by a second object from the same basi…
Young children's use of syntactic cues to learn proper names and count nouns
In 6 experiments, 144 toddlers were tested in groups ranging in mean age from 20 to 37 months. In all experiments, children learned a novel label for a doll or a stuffed animal. The label was modeled syntactically as either a count noun (e.g., "This is a ZAV") or a proper name (e.g., "This is ZAV"). The object was then moved to a new location in front of the child, and a second identical-looking object was placed nearby. The children's task was t…
Preschoolers' use of form class cues in word learning
Three experiments were conducted, involving a total of 180 2 1/2-5-year-old children. The experiments assessed the claim that preschoolers override form class cues in the interest of honoring word-meaning assumptions when they acquire new labels. Children were asked to choose an unlabeled- or a labeled-category object as the referent of a novel word modeled syntactically as a count noun or an adjective (Experiment 1) or as a count noun, adjective…
Preschoolers' default assumptions about word meaning: Proper names designate unique individuals
Ninety 4-year-olds took part in this experiment. Children heard a novel word ( e.g., X) uttered in an ambiguous sentence frame (e.g., This Y is X, where Y was a basic-level count noun, such as dog) and applied to either 1 or 2 drawings of familiar animals. This word could be construed either as a proper name (e.g., This dog is Fred) or as an adjective (e.g., This dog is red). Children were more likely to interpret the word as a proper name ( and …
How mothers teach basic-level and situation-restricted count nouns
Recent research suggests that young children assume, as a default, that a word applied ostensively to an unfamiliar object (e.g. a man riding in a car) is a basic-level count noun (e.g. person ) rather than a situation-restricted count noun (e.g. passenger ). In this experiment, 14 mothers and their children (mean age 3;7; range 3;0 to 4;6) participated in a story-book reading session in which the mothers taught their children both a basic-level …
When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth
We ask how children solve the mapping problem for verb acquisition: how they pair concepts with their phonological realizations in their language. There is evidence that nouns but not verbs can be acquired by pairing each sound (e.g., 'elephant') with a concept inferred from the world circumstances in which that sound occurs. Verb meanings pose problems for this word-world mapping procedure, motivating a model of verb mapping mediated by attentio…
Acquiring Proper Nouns for Familiar and Unfamiliar Animate Objects: Two-Year-Olds' Word-Learning Biases
When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth
We ask how children solve the mapping problem for verb acquisition: how they pair concepts with their phonological realizations in their language. There is evidence that nouns but not verbs can be acquired by pairing each sound (e.g., 'elephant') with a concept inferred from the world circumstances in which that sound occurs. Verb meanings pose problems for this word-world mapping procedure, motivating a model of verb mapping mediated by attentio…
Young children's use of syntactic cues to learn proper names and count nouns
In 6 experiments, 144 toddlers were tested in groups ranging in mean age from 20 to 37 months. In all experiments, children learned a novel label for a doll or a stuffed animal. The label was modeled syntactically as either a count noun (e.g., "This is a ZAV") or a proper name (e.g., "This is ZAV"). The object was then moved to a new location in front of the child, and a second identical-looking object was placed nearby. The children's task was t…
Preschoolers' use of form class cues in word learning
Three experiments were conducted, involving a total of 180 2 1/2-5-year-old children. The experiments assessed the claim that preschoolers override form class cues in the interest of honoring word-meaning assumptions when they acquire new labels. Children were asked to choose an unlabeled- or a labeled-category object as the referent of a novel word modeled syntactically as a count noun or an adjective (Experiment 1) or as a count noun, adjective…
Transforming Celebrity Objects: Implications for an Account of Psychological Contagion
The celebrity effect is the well-documented phenomenon in which people ascribe an enhanced worth to artefacts owned by famous individuals. This effect has been attributed to a belief in psychological contagion, the transmission of a person’s essence to an object via contact. We examined people’s judgments of the persisting worth of celebrity-owned artefacts following transformations of their parts/material and found that the celebrity effect was …
Acquiring Proper Nouns for Familiar and Unfamiliar Animate Objects: Two-Year-Olds' Word-Learning Biases
The impersonal gets personal: A new pronoun in Multicultural London English
Multicultural London English (MLE) has developed a new pronoun, man, with a number of interesting properties. It can be interpreted as any person and number combination (1sg, 1pl, 2sg, 2pl, 3sg, 3pl), and at first blush appears the allow a generic impersonal reading. One central strand of analyses of the ‘generic’ or ‘quasi-universal’ interpretation of impersonal pronouns involves treating them as featurally impoverished pronouns which act as var…
Preschoolers' default assumptions about word meaning: Proper names designate unique individuals
Ninety 4-year-olds took part in this experiment. Children heard a novel word ( e.g., X) uttered in an ambiguous sentence frame (e.g., This Y is X, where Y was a basic-level count noun, such as dog) and applied to either 1 or 2 drawings of familiar animals. This word could be construed either as a proper name (e.g., This dog is Fred) or as an adjective (e.g., This dog is red). Children were more likely to interpret the word as a proper name ( and …
Using social media to infer the diffusion of an urban contact dialect: A case study of Multicultural London English
Sociolinguistic research has demonstrated that 'urban contact dialects' tend to diffuse beyond the speech communities in which they first emerge. However, no research has attempted to explore the distribution of these varieties across an entire nation nor isolate the social mechanisms that propel their spread. In this paper, we use a corpus of 1.8 billion geo-tagged tweets to explore the spread of Multicultural London English (MLE) lexis across t…
Acquiring Proper Nouns for Familiar and Unfamiliar Animate Objects: Two-Year-Olds' Word-Learning Biases
How mothers teach basic-level and situation-restricted count nouns
Recent research suggests that young children assume, as a default, that a word applied ostensively to an unfamiliar object (e.g. a man riding in a car) is a basic-level count noun (e.g. person ) rather than a situation-restricted count noun (e.g. passenger ). In this experiment, 14 mothers and their children (mean age 3;7; range 3;0 to 4;6) participated in a story-book reading session in which the mothers taught their children both a basic-level …
When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth
We ask how children solve the mapping problem for verb acquisition: how they pair concepts with their phonological realizations in their language. There is evidence that nouns but not verbs can be acquired by pairing each sound (e.g., 'elephant') with a concept inferred from the world circumstances in which that sound occurs. Verb meanings pose problems for this word-world mapping procedure, motivating a model of verb mapping mediated by attentio…
Preschoolers' default assumptions about word meaning: Proper names designate unique individuals
Ninety 4-year-olds took part in this experiment. Children heard a novel word ( e.g., X) uttered in an ambiguous sentence frame (e.g., This Y is X, where Y was a basic-level count noun, such as dog) and applied to either 1 or 2 drawings of familiar animals. This word could be construed either as a proper name (e.g., This dog is Fred) or as an adjective (e.g., This dog is red). Children were more likely to interpret the word as a proper name ( and …
Preschoolers' use of form class cues in word learning
Three experiments were conducted, involving a total of 180 2 1/2-5-year-old children. The experiments assessed the claim that preschoolers override form class cues in the interest of honoring word-meaning assumptions when they acquire new labels. Children were asked to choose an unlabeled- or a labeled-category object as the referent of a novel word modeled syntactically as a count noun or an adjective (Experiment 1) or as a count noun, adjective…
Young children's use of syntactic cues to learn proper names and count nouns
In 6 experiments, 144 toddlers were tested in groups ranging in mean age from 20 to 37 months. In all experiments, children learned a novel label for a doll or a stuffed animal. The label was modeled syntactically as either a count noun (e.g., "This is a ZAV") or a proper name (e.g., "This is ZAV"). The object was then moved to a new location in front of the child, and a second identical-looking object was placed nearby. The children's task was t…
Comparison, basic-level categories, and the teaching of adjectives
We tested 24 caregivers of preschool children to determine whether their strategies for teaching novel adjectives are consistent with children's demonstrated abilities to learn these words (e.g. Waxman & Klibanoff, 2000). On each of four trials, caregivers had to select one of two cards, both of which showed a familiar object bearing an unfamiliar property. On the within-basic card, the object was accompanied by a second object from the same basi…
Input and word learning: Caregivers' sensitivity to lexical category distinctions
Twenty-four caregivers and their two- to four-year-old children took part in a storybook reading task in which caregivers taught children novel labels (‘DAXY’) for familiar objects. One group ( N =12) received labels modelled syntactically as proper names (‘This is NAMED DAXY’), and another group ( N =12) received the same labels for the same objects modelled syntactically as adjectives (‘This is VERY DAXY’). Caregivers took strikingly different …
Children’s and Adults’ Understanding of Proper Namable Things
In two studies, we explored 5-year-olds’ and adults’ beliefs about entities that receive reference by proper names. In Study 1 we used two tasks: (1) a listing task in which participants stated what things in the world can and cannot receive proper names, and (2) an explanation task in which they explained why some things merit proper names. Children’s lists of proper namable things were more centred than adults’ on living animate entities and th…
Transforming Celebrity Objects: Implications for an Account of Psychological Contagion
The celebrity effect is the well-documented phenomenon in which people ascribe an enhanced worth to artefacts owned by famous individuals. This effect has been attributed to a belief in psychological contagion, the transmission of a person’s essence to an object via contact. We examined people’s judgments of the persisting worth of celebrity-owned artefacts following transformations of their parts/material and found that the celebrity effect was …
The impersonal gets personal: A new pronoun in Multicultural London English
Multicultural London English (MLE) has developed a new pronoun, man, with a number of interesting properties. It can be interpreted as any person and number combination (1sg, 1pl, 2sg, 2pl, 3sg, 3pl), and at first blush appears the allow a generic impersonal reading. One central strand of analyses of the ‘generic’ or ‘quasi-universal’ interpretation of impersonal pronouns involves treating them as featurally impoverished pronouns which act as var…
Putting Mutual Exclusivity in Context: Speaker Race Influences Monolingual and Bilingual Infants’ Word-Learning Assumptions
Previous work indicates mutual exclusivity in word learning in monolingual, but not bilingual toddlers. We asked whether this difference indicates distinct conceptual biases, or instead reflects best-guess heuristic use in the absence of context. We altered word-learning contexts by manipulating whether a familiar- or unfamiliar-race speaker introduced a novel word for an object with a known category label painted in a new color. Both monolingual…
The scope of infants' early object word extensions
Children's Understanding of Proper Names and Descriptions
This research addressed the question of whether children understand proper names differently from descriptions. We examined how children extend these two types of expressions from an initial object (a truck) owned by the experimenter to two identical objects created by transforming the initial object, both owned by the experimenter. Adults and 5/6-year-olds extended a name (“Tommy”) to only one post-transformation object, but extended a descripti…
Primary Care Family Physicians’ Experiences with Clinical Integration: A Scoping Review of Qualitative and Mixed Reviews
The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 2.913 (2021 JCR, received in June 2022)The IJIC 20th Anniversary Issue was published in 2021
Processing Evidence for the Grammatical Encoding of the Mass/Count Distinction in Mandarin Chinese
Dutch–Mandarin learners’ online use of syntactic cues to anticipate mass vs. count interpretations
It remains unclear whether late second language learners (L2ers) can acquire sufficient knowledge about unique-to-L2 constructions through implicit learning to build anticipations during real-time processing. To tackle this question, we conducted a visual world paradigm experiment to investigate high-proficiency late first-language Dutch second-language Mandarin Chinese learners’ online processing of syntactic cues to count vs. mass interpretatio…
Using social media to infer the diffusion of an urban contact dialect: A case study of Multicultural London English
Sociolinguistic research has demonstrated that 'urban contact dialects' tend to diffuse beyond the speech communities in which they first emerge. However, no research has attempted to explore the distribution of these varieties across an entire nation nor isolate the social mechanisms that propel their spread. In this paper, we use a corpus of 1.8 billion geo-tagged tweets to explore the spread of Multicultural London English (MLE) lexis across t…
Psychology (15 works) · Linguistics (13 works) · Child and Animal Learning Development (11 works) · Computer Science (10 works) · Language Development and Disorders (9 works) · Cognitive psychology (8 works) · Noun (8 works) · Reading and Literacy Development (7 works) · Vocabulary (6 works) · Word learning (5 works)