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The Role of Phonotactics on Cross-Situational Word Learning

Bibliographic Data

ID5115347
AuthorsRodrigo Dal Ben (0000-0003-2185-8762, Universidade Federal de São Carlos), Débora De Hollanda Souza (0000-0002-0485-7787, Universidade Federal de São Carlos), Jessica F Hay (0000-0002-0197-6713, University of Tennessee at Knoxville)
Year2022
Volume35
Issue1
Pages30-30
Publication date2022-09-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsicologia Reflexão e Crítica (JOURNAL)
Journal identifiersISSN: 0102-7972 • E-ISSN: 1678-7153
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1186/s41155-022-00234-y
PMID36169750
OpenAlexW4297461143
LanguageEN
Citations received2
References cited47

Language learners can rely on phonological and semantic information to learn novel words. Using a cross-situational word learning paradigm, we explored the role of phonotactic probabilities on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 30) were exposed to two sets of word-object pairs. Words from one set of labels had slightly higher phonotactic probabilities than words from the other set. By tracking co-occurrences of words and objects, participants were able to learn word-object mappings similarly across both sets. Our findings contrast with studies showing a facilitative effect of phonotactic probability on word learning in non-ambiguous contexts

Contrast (vision) · Lexicon · Linguistics · Natural language processing · Object (grammar) · Part of speech · Phonology · Phonotactics · Set (abstract data type) · Situational ethics · Word (group theory) · Artificial Intelligence · Computer Science · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development

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