CLEX: A cross-linguistic lexical norms database*

Jørgensen, Rune Nørgaard; Dale, Philip S.; Bleses, Dorthe; Fenson, Larry

doi:10.1017/s0305000909009544

Cited by 53 publications

(46 citation statements)

References 8 publications

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“…That is, the task needed to be easy enough for 16-month-olds to complete the task but needed to be hard enough, such that children at 22 months did not perform at ceiling. To ensure this outcome, there were equal numbers of easy words (comprehension > 66%), moderately difficult words (comprehension = 33–66%), and difficult words (comprehension < 33%) based on normative data at 16 months (Dale & Fenson, 1996; Jorgensen, Dale, Bleses, & Fenson, 2010). …”

Section: Methodsmentioning

confidence: 99%

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Hendrickson

Poulin‐Dubois

Zesiger

et al. 2017

Journal of Experimental Child Psychology

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Behavioral dissociations in young children’s visual and haptic responses have been taken as evidence that word knowledge is not all-or-none but instead exists on a continuum from absence of knowledge, to partial knowledge, to robust knowledge. This longitudinal study tested a group of 16- to 18-month-olds, 6 months after their initial visit, to replicate results of partial understanding as shown by visual–haptic dissociations and to determine whether partial knowledge of word–referent relations can be leveraged for future word recognition. Results show that, like 16-month-olds, 22-month-olds demonstrate behavioral dissociations exhibited by rapid visual reaction times to a named referent but incorrect haptic responses. Furthermore, results suggest that partial word knowledge at one time predicts the degree to which that word will be understood in the future.

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Section: Methodsmentioning

confidence: 99%

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Hendrickson

Poulin‐Dubois

Zesiger

et al. 2017

Journal of Experimental Child Psychology

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“…Although MB-CDIs are now available in 61 languages (Dale & Penfold, 2011), normative data for single words have so far only been published for six out of the 25 languages included in our sample (Jørgensen, Dale, Bleses, & Fenson, 2009). Thus, in the case of these six languages (Danish, German, Italian, Russian, Swedish, and Turkish), we were able to compare our AoA ratings with the MB-CDI norms in exactly the same language.…”

Section: The Present Studymentioning

confidence: 99%

Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?

et al. 2015

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“…We selected familiar objects that the majority of 2.5-year-olds know the labels for based on the MCDI Lexical Norms database (Dale & Fenson, 1996;Jørgensen, Dale, Bleses, & Fenson, 2010). The unfamiliar objects consisted of unusual household items that children would be unlikely to know the labels for.…”

Section: Stimulimentioning

confidence: 99%

Finding meaning in a noisy world: exploring the effects of referential ambiguity and competition on 2·5-year-olds’ cross-situational word learning

Bunce

Scott

2016

J. Child Lang.

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While recent studies suggest children can use cross-situational information to learn words, these studies involved minimal referential ambiguity and the cross-situational evidence overwhelmingly favored a single referent for each word. Here we asked whether 2.5-year-olds could identify a noun's referent when the scene and cross-situational evidence were more ambiguous. Children saw four trials in which a novel word occurred with four novel objects; only one object consistently co-occurred with the word across trials. The frequency of distracter objects varied across conditions. When all distracter referents occurred only once (nocompetition), children successfully identified the noun's referent. When a high-probability competitor referent occurred on three trials, children identified the target referent if the competitor was absent on the third trial (short-competition) but not if it was present until the fourth trial (long-competition). This suggests that although 2.5-year-olds' cross-situational learning scales up to more ambiguous scenes, it is disrupted by high-probability competitor referents.Ambiguity and cross-situational learning 3

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CLEX: A cross-linguistic lexical norms database*

Cited by 53 publications

References 8 publications

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?

Finding meaning in a noisy world: exploring the effects of referential ambiguity and competition on 2·5-year-olds’ cross-situational word learning

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