Jessica F Schwab
Biographic Data
| ID | 5761003 |
|---|---|
| NAME | Jessica F Schwab |
| GIVEN NAMES | Jessica F |
| FAMILY NAME | Schwab |
| SIGNATURE | SCHWAB J F |
| AFFILIATIONS | Princeton University |
| ORCID | 0000-0003-0123-7969 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Word Repetition and Isolation are Intertwined in Children’s Early Language Experiences
Infants experience language in the context of a dynamic environment in which many cues co-occur. However, experimenters often reduce language input to individual cues a priori without considering how children themselves may experience incoming information, leading to potentially inaccurate conclusions about how learning works outside of the lab. Here, we examined the shared temporal dynamics of two historically separated cues that are thought to …
Discontinuity of Reference Hinders Children's Learning of New Words
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided info…
When regularization gets it wrong
Children tend to regularize their productions when exposed to artificial languages, an advantageous response to unpredictable variation. But generalizations in natural languages are typically conditioned by factors that children ultimately learn. In two experiments, adult and six-year-old learners witnessed two novel classifiers, probabilistically conditioned by semantics. Whereas adults displayed high accuracy in their productions – applying the…
Repetition across successive sentences facilitates young children’s word learning
Young children who hear more child-directed speech (CDS) tend to have larger vocabularies later in childhood, but the specific characteristics of CDS underlying this link are currently underspecified. The present study sought to elucidate how the structure of language input boosts learning by investigating whether repetition of object labels in successive sentences-a common feature of natural CDS-promotes young children's efficiency in learning n…
Repetition across successive sentences facilitates young children’s word learning
Young children who hear more child-directed speech (CDS) tend to have larger vocabularies later in childhood, but the specific characteristics of CDS underlying this link are currently underspecified. The present study sought to elucidate how the structure of language input boosts learning by investigating whether repetition of object labels in successive sentences-a common feature of natural CDS-promotes young children's efficiency in learning n…
Repetition across successive sentences facilitates young children’s word learning
Young children who hear more child-directed speech (CDS) tend to have larger vocabularies later in childhood, but the specific characteristics of CDS underlying this link are currently underspecified. The present study sought to elucidate how the structure of language input boosts learning by investigating whether repetition of object labels in successive sentences-a common feature of natural CDS-promotes young children's efficiency in learning n…
When regularization gets it wrong
Children tend to regularize their productions when exposed to artificial languages, an advantageous response to unpredictable variation. But generalizations in natural languages are typically conditioned by factors that children ultimately learn. In two experiments, adult and six-year-old learners witnessed two novel classifiers, probabilistically conditioned by semantics. Whereas adults displayed high accuracy in their productions – applying the…
Discontinuity of Reference Hinders Children's Learning of New Words
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided info…
Word Repetition and Isolation are Intertwined in Children’s Early Language Experiences
Infants experience language in the context of a dynamic environment in which many cues co-occur. However, experimenters often reduce language input to individual cues a priori without considering how children themselves may experience incoming information, leading to potentially inaccurate conclusions about how learning works outside of the lab. Here, we examined the shared temporal dynamics of two historically separated cues that are thought to …
Cognitive psychology (4 works) · Linguistics (4 works) · Psychology (4 works) · Child and Animal Learning Development (3 works) · Language Development and Disorders (3 works) · Vocabulary (3 works) · Cognition (2 works) · Communication (2 works) · Computer Science (2 works) · Language acquisition (2 works)