Karen Mattock
Biographic Data
| ID | 3773981 |
|---|---|
| NAME | Karen Mattock |
| GIVEN NAMES | Karen |
| FAMILY NAME | Mattock |
| SIGNATURE | MATTOCK K |
| AFFILIATIONS | Western Sydney University |
| ORCID | 0000-0002-0869-3046 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
English and Mandarin native speakers’ cue-weighting of lexical stress
Acceptance of lexical overlap by monolingual and bilingual toddlers
Aims and Objectives: Mutual exclusivity refers to children’s assumption that there are one-to-one correspondences between words and their referents. It is proposed to guide the process of fast-mapping when children encounter novel words in referentially ambiguous situations. However, children are often required to suspend this default assumption and accept lexically overlapping labels, which is particularly common for bilingual children who learn…
Mutual exclusivity develops as a consequence of abstract rather than particular vocabulary knowledge
Mutual exclusivity (ME) refers to the assumption that there are one-to-one relations between linguistic forms and their meanings. It is used as a word-learning strategy whereby children tend to map novel labels to unfamiliar rather than familiar referents. Previous research has indicated a relation between ME and vocabulary development, which could either be due to children’s developing knowledge of the labels for familiar objects, or to enhanced…
Disambiguation of novel labels and referential facts
Disambiguation refers to children’s tendency to assign novel labels to unfamiliar rather than familiar referents. It is employed as a word-learning strategy, but it remains unknown whether it is a domain-specific phenomenon or a manifestation of more general pragmatic competence. To assess the domain-specificity and development of disambiguation, this study tested children from two age groups (ages 3;7–4;6 and 4;7–5;7) and adults on a disambiguat…
Symbolic Understanding of Pictures and Written Words Share a Common Source
Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental ‘symbolizing’ ability in young children. We tested 30 children aged 2–4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than writt…
Maturation of executive functioning skills in early sequential bilingualism
Previous research has demonstrated that being bilingual from birth is advantageous for the development of skills of social cognition, executive functioning, and metalinguistic awareness due to bilingual children's extensive experience of processing and manipulating two linguistic systems. The present study investigated whether these cognitive advantages are also evident in sequential bilinguals, i.e., children who began the acquisition of their s…
Emergence of the corner vowels in the babble produced by infants exposed to Canadian English or Canadian French
Chinese and English Infants' Tone Perception
Over half the world's population speaks a tone language, yet infant speech perception research has typically focused on consonants and vowels. Very young infants can discriminate a wide range of native and nonnative consonants and vowels, and then in a process of perceptual reorganization over the 1st year, discrimination of most nonnative speech sounds deteriorates. We investigated perceptual reorganization for tones by testing 6‐ and 9‐month‐ol…
Emergence of the corner vowels in the babble produced by infants exposed to Canadian English or Canadian French
Symbolic Understanding of Pictures and Written Words Share a Common Source
Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental ‘symbolizing’ ability in young children. We tested 30 children aged 2–4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than writt…
Chinese and English Infants' Tone Perception
Over half the world's population speaks a tone language, yet infant speech perception research has typically focused on consonants and vowels. Very young infants can discriminate a wide range of native and nonnative consonants and vowels, and then in a process of perceptual reorganization over the 1st year, discrimination of most nonnative speech sounds deteriorates. We investigated perceptual reorganization for tones by testing 6‐ and 9‐month‐ol…
Emergence of the corner vowels in the babble produced by infants exposed to Canadian English or Canadian French
Maturation of executive functioning skills in early sequential bilingualism
Previous research has demonstrated that being bilingual from birth is advantageous for the development of skills of social cognition, executive functioning, and metalinguistic awareness due to bilingual children's extensive experience of processing and manipulating two linguistic systems. The present study investigated whether these cognitive advantages are also evident in sequential bilinguals, i.e., children who began the acquisition of their s…
Disambiguation of novel labels and referential facts
Disambiguation refers to children’s tendency to assign novel labels to unfamiliar rather than familiar referents. It is employed as a word-learning strategy, but it remains unknown whether it is a domain-specific phenomenon or a manifestation of more general pragmatic competence. To assess the domain-specificity and development of disambiguation, this study tested children from two age groups (ages 3;7–4;6 and 4;7–5;7) and adults on a disambiguat…
Symbolic Understanding of Pictures and Written Words Share a Common Source
Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental ‘symbolizing’ ability in young children. We tested 30 children aged 2–4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than writt…
Mutual exclusivity develops as a consequence of abstract rather than particular vocabulary knowledge
Mutual exclusivity (ME) refers to the assumption that there are one-to-one relations between linguistic forms and their meanings. It is used as a word-learning strategy whereby children tend to map novel labels to unfamiliar rather than familiar referents. Previous research has indicated a relation between ME and vocabulary development, which could either be due to children’s developing knowledge of the labels for familiar objects, or to enhanced…
Acceptance of lexical overlap by monolingual and bilingual toddlers
Aims and Objectives: Mutual exclusivity refers to children’s assumption that there are one-to-one correspondences between words and their referents. It is proposed to guide the process of fast-mapping when children encounter novel words in referentially ambiguous situations. However, children are often required to suspend this default assumption and accept lexically overlapping labels, which is particularly common for bilingual children who learn…
English and Mandarin native speakers’ cue-weighting of lexical stress
Linguistics (8 works) · Psychology (8 works) · Cognitive psychology (6 works) · Language Development and Disorders (6 works) · Reading and Literacy Development (5 works) · Child and Animal Learning Development (4 works) · Computer Science (4 works) · Vocabulary (4 works) · Audiology (3 works) · Phonetics and Phonology Research (3 works)