Effect of Repeated Exposures on Word Learning in Quiet and Noise

Blaiser, Kristina M.; Kohnert, Kathryn

doi:10.1177/1525740114554483

Cited by 8 publications

(7 citation statements)

References 36 publications

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“…Experience with the task under less demanding conditions allowed both adults and children to generalize to the higher demand created by increased background speech, though it is unclear which specific information led to an increase in performance. Additionally, providing children with repeated exposures to a word help children overcome the effects of background speech during word learning (Blaiser et al., ). Given the prevalence of noise, including both environmental sounds and background speech, it is likely that children rarely experience completely quiet environments when learning.…”

Section: Discussionmentioning

confidence: 99%

“…Riley and McGregor () found that 9‐ to 10‐year‐olds produced less accurate utterances for words learned in speech‐shaped noise compared to words learned in quiet. In a different study including 2.5‐ to 6‐year‐old children with and without hearing loss, multitalker babble did not appear to affect production of newly learned words (Blaiser et al., ). Interestingly, access to multiple opportunities to learn the novel words improved both comprehension and production for hearing‐impaired children.…”

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confidence: 95%

“…Recent studies have begun to examine the effect of background noise on children's comprehension as well as on the production of newly learned words. When learning words in noise versus quiet condition, children as young as 2.5‐years‐old and as old as 10‐years‐old do not appear to be affected by the presence of noise (Blaiser, Nelson, & Kohnert, ; Riley & McGregor, ). The results of production studies are less clear.…”

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confidence: 99%

“…Indeed, Blaiser et al. () found that older children were less impeded by background speech than younger children.…”

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confidence: 99%

“…However, it is also possible that a child's ability to learn words in noise increases with age. Indeed, Blaiser et al (2014) found that older children were less impeded by background speech than younger children.…”

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confidence: 99%

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Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

McMillan

Saffran

2016

Child Development

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Although most studies of language learning take place in quiet laboratory settings, everyday language learning occurs under noisy conditions. The current research investigated the effects of background speech on word learning. Both younger (22‐ to 24‐month‐olds; n = 40) and older (28‐ to 30‐month‐olds; n = 40) toddlers successfully learned novel label–object pairings when target speech was 10 dB louder than background speech but not when the signal‐to‐noise ratio (SNR) was 5 dB. Toddlers (28‐ to 30‐month‐olds; n = 26) successfully learned novel words with a 5‐dB SNR when they initially heard the labels embedded in fluent speech without background noise, before they were mapped to objects. The results point to both challenges and protective factors that may impact language learning in complex auditory environments.

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Section: Discussionmentioning

confidence: 99%

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confidence: 95%

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confidence: 99%

“…Indeed, Blaiser et al. () found that older children were less impeded by background speech than younger children.…”

mentioning

confidence: 99%

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confidence: 99%

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Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

McMillan

Saffran

2016

Child Development

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Language Sample Practices With Children Who Are Deaf and Hard of Hearing

Blaiser

Shannahan

2018

LSHSS

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Purpose In this study, we aimed to identify common language sample practices of professionals who work with children who are Deaf/hard of hearing (DHH) who use listening and spoken language as a means to better understand why and how language sampling can be utilized by speech-language pathologists serving this population. Method An electronic questionnaire was disseminated to professionals who serve children who are DHH and use listening and spoken language in the United States. Participant responses were coded in an Excel file and checked for completeness. Descriptive statistics were used to analyze trends. Results A total of 168 participants participated in the survey. A majority of participants reported that they use language sampling as a part of their intervention when working with children who are DHH. However, approximately half of participants reported using norm-referenced testing most often when evaluating language of children who are DHH, regardless of the fact that they felt that language samples were more sensitive in identifying the errors of children who are DHH. Participants reported using language samples to monitor progress and set goals for clients. Participants rarely used language samples for eligibility and interprofessional collaboration. Conclusions Language samples offer a unique way to examine a child's language development that norm-referenced assessments are not sensitive enough to detect, particularly for children who are DHH. This offers insights into current practice and implications for the development of a more clearly defined language sample protocol to guide practices in the use of language samples with children who are DHH and use listening and spoken language.

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Preschoolers' Word-Learning During Storybook Reading Interactions: Comparing Repeated and Elaborated Input

O'Fallon

Holzen

Newman

2020

J Speech Lang Hear Res

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Purpose Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills—including word-learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Method Thirty-three typically developing children ages 35–37 months listened to a storybook containing novel words that were either repeated with a definition, repeated with no additional information, or only said once. Their receptive word-learning for these novel words was then evaluated via a preferential looking task. We analyzed children's correct looks to target pictures and compared looking behavior across the three levels of presentation. Results Results showed that preschoolers demonstrated successful receptive word-learning after a single storybook reading interaction with an adult when target words were repeated, either with or without elaboration. Within this context, elaboration was not required for preschoolers' receptive word-learning. Conclusions These results support the use of storybook reading with young children as a way to foster early receptive word-learning and highlight the importance of repeated exposure to novel material either with or without additional semantic information.

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Effect of Repeated Exposures on Word Learning in Quiet and Noise

Cited by 8 publications

References 36 publications

Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

Language Sample Practices With Children Who Are Deaf and Hard of Hearing

Preschoolers' Word-Learning During Storybook Reading Interactions: Comparing Repeated and Elaborated Input

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