Toddlers’ novel word learning
Effects of phonological representation, vocabulary size and parents’ ostensive behaviour
Bibliographic Data
| ID | 20342741 |
|---|---|
| Authors | Seok Hui Tan (Birkbeck College, University of London), Graham Schafer (University of Reading) |
| Year | 2005 |
| Volume | 25 |
| Issue | 2 |
| Pages | 131-155 |
| Publication date | 2005-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | First Language (JOURNAL) |
| Journal identifiers | ISSN: 0142-7237 • E-ISSN: 1740-2344 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0142723705050338 |
| OpenAlex | W2079316852 |
| Language | EN |
| Citations received | 6 |
| References cited | 45 |
We explore factors affecting word learning: phonological representation, vocabulary size and the frequency with which parents name objects for their children. Infants at 16–20 months were taught two novel words using preferential looking; they showed reliable learning of these words and reliably distinguished between familiar objects with phonologically similar labels, supporting the view that phonological representation is not necessarily ‘underspecified’ at this age (Gerken, Murphy & Aslin, 1995). Infants who learnt the novel words also distinguished the objects with similar-sounding labels. However, vocabulary size was not related to word learning or segmental representation capacity, suggesting that segmental representation may help infants to learn words, but this process is not driven by vocabulary growth (Metsala, 1999). We also report a positive relationship between word learning ability and the frequency of parents’ ostensive naming
Cognitive psychology · Linguistics · Ostensive definition · Phonology · Representation (politics) · Vocabulary · Vocabulary development · Vocabulary Learning · Word (group theory) · Word learning · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development
Basic language comprehension and production in >100,000 young children from sixteen developing nations
Maternal label and gesture use affects acquisition of specific object names
Self-reported parental vocabulary input frequency for young children
English-learning one- to two-year-olds do not show a consonant bias in word learning
Learning words from labeling and directive speech
If it’s red, it’s not Vap
How Children Learn the Meanings of Words
Young children's phonological awareness and nonword repetition as a function of vocabulary development.
Variability in Early Communicative Development
Children's use of mutual exclusivity to constrain the meanings of words
Infants listen for more phonetic detail in speech perception than in word-learning tasks
Infants' Contribution to the Achievement of Joint Reference
Spoken word recognition and lexical representation in very young children
Crosslinguistic and crosscultural aspects of language addressed to children
The Beginnings of Word Segmentation in English-Learning Infants
Statistical Learning by 8-Month-Old Infants
An examination of similarity neighbourhoods in young children's receptive vocabularies
Lexical segmentation and vocabulary growth in early language acquisition
Maternal speech
The eyes have it
Infant vocabulary development assessed with a British communicative development inventory
The role of speech discrimination in developmental sound substitutions
Continuity in lexical and morphological development
Overextensions in comprehension and production revisited
Overextensions in early language comprehension
Similarity neighbourhoods of words in young children's lexicons
The mutual exclusivity bias in children's word learning
Infants' Ability to Learn Phonetically Similar Words
The Development of Speech Perception
Cross-language speech perception
Rapid word learning in 13- and 18-month-olds
Early vocabulary growth
A connectionist account of asymmetric category learning in early infancy
Acquisition of word–object associations by 14-month-old infants
Infants' sensitivity to vowel and tonal contrasts
Linguistic environment of 1- to 2-year-old twins
How children learn to talk
| Unique citing works | 6 |
|---|---|
| Citations per year | 0.4 |
| Citation span | 2011 - 2018 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |