Investigating Orthographic Versus Auditory Cross‐Situational Word Learning With Online and Laboratory‐Based Testing

Escudero, Paola; Smit, Eline A.; Angwin, Anthony J.

doi:10.1111/lang.12550

Cited by 7 publications

(7 citation statements)

References 109 publications

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“…Noisy child data are a typical example of complex data sets, with small or unbalanced samples, which yield low statistical power using conventional statistics ( Van de Schoot et al, 2017 , 2021 ; Escudero et al, 2020 ). A similar Bayesian approach has been used in many recent papers to handle complex data sets (e.g., Smit et al, 2019 , 2022 ; Escudero et al, 2020 , 2022a , 2022b ; Milne and Herff, 2020 ).…”

Section: Analyses and Resultsmentioning

confidence: 99%

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Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

et al. 2023

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Children’s ability to learn new words during their preschool years is crucial for further academic success. Previous research suggests that children rely on different learning mechanisms to acquire new words depending on the available context and linguistic information. To date, there is limited research integrating different paradigms to provide a cohesive view of the mechanisms and processes involved in preschool children’s word learning. We presented 4 year-old children (n = 47) with one of three different novel word-learning scenarios to test their ability to connect novel words to their correspondent referents without explicit instruction to do so. The scenarios were tested with three exposure conditions of different nature: (i) mutual exclusivity–target novel word-referent pair presented with a familiar referent, prompting fast-mapping via disambiguation, (ii) cross-situational–target novel word-referent pair presented next to an unfamiliar referent prompting statistically tracking the target pairs across trials, and (iii) eBook - target word-referent pairs presented within an audio-visual electronic storybook (eBook), prompting inferring meaning incidentally. Results show children succeed at learning the new words above chance in all three scenarios, with higher performance in eBook and mutual exclusivity than in cross-situational word learning. This illustrates children’s astounding ability to learn while coping with uncertainty and varying degrees of ambiguity, which are common in real-world situations. Findings extend our understanding of how preschoolers learn new words more or less successfully depending on specific word learning scenarios, which should be taken into account when working on vocabulary development for school readiness in the preschool years.

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Section: Analyses and Resultsmentioning

confidence: 99%

“…Bayesian approach has been used in many recent papers to handle complex data sets (e.g., Smit et al, 2019Smit et al, , 2022Escudero et al, 2020Escudero et al, , 2022aMilne and Herff, 2020).…”

Section: Bayesian Regression Modelingmentioning

confidence: 99%

Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

et al. 2023

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“…In our pilot experiment, we noticed a relatively high proportion of non-learners across all different language groups (i.e., participants that never scored above 40% correct; chance is at 33%), even as CSSL experiments have been successfully conducted online (Escudero et al, 2023). As in any learning experiment, it is unclear whether non-learners' performance is meaningful (e.g., it is possible that if there is a bilingual advantage, monolinguals will have a harder time acquiring 1:2 mappings and, therefore, never learn the mappings) or not (e.g., participants may not be motivated enough to actually engage in the task; this may be an increased issue in an online experiment).…”

Section: Methodsmentioning

confidence: 91%

“…The fixation cross is then replaced by the written word in capital letters. In contrast to previous studies, nonwords will be presented in written form instead of spoken form to guarantee that stimuli are ambiguous language-wise and to reduce possible confounding variables (c.f., Escudero et al, 2023). Participants will click on one of the three objects to proceed to the subsequent trial.…”

Section: Methodsmentioning

confidence: 99%

The Influence of Bilingualism on Statistical Word Learning: A Registered Report

Simonetti¹,

Lorenz²,

Koch³

et al. 2023

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While statistical word learning has been the focus of many studies on monolinguals, it has received little attention in bilinguals. The results of existing studies on statistical word learning in bilinguals are inconsistent, with some research reporting a bilingual advantage over monolinguals but others finding no difference between groups. Thus, our study will investigate statistical learning using the Cross-Situational Statistical Learning paradigm in two groups of English-German bilinguals (balanced and unbalanced) and English monolinguals. Participants will learn 1:1 mappings (one word maps onto one object) and 1:2 mappings (one word maps onto two objects). In contrast to previous studies, we will measure learning continuously and analyse trial-by-trial behaviour closely to understand fine-grained learning differences across language groups. We predict that it will generally be easier to acquire 1:1 than 1:2 mappings. More importantly, we predict that bilinguals will outperform monolinguals for 1:2 mappings only, consistent with a limited bilingual advantage.

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“…In a typical CSWL experiment, trials are randomized completely or pseudo-randomized to avoid direct repetitions of the same word within a larger block (e.g., Roembke and McMurray, 2016;Hartley et al, 2020;Escudero et al, 2022;Yip, 2022). Both children and adults are more likely to be correct on a current trial if they completed a trial with the same word more recently, suggesting recency facilitating retrieval of previous learning episodes (Roembke and McMurray, 2016;Roembke et al, 2018).…”

Section: Trial-by-trial Characteristicsmentioning

confidence: 99%

What have we learned from 15 years of research on cross-situational word learning? A focused review

et al. 2023

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In 2007 and 2008, Yu and Smith published their seminal studies on cross-situational word learning (CSWL) in adults and infants, showing that word-object-mappings can be acquired from distributed statistics despite in-the-moment uncertainty. Since then, the CSWL paradigm has been used extensively to better understand (statistical) word learning in different language learners and under different learning conditions. The goal of this review is to provide an entry-level overview of findings and themes that have emerged in 15 years of research on CSWL across three topic areas (mechanisms of CSWL, CSWL across different learner and task characteristics) and to highlight the questions that remain to be answered.

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Investigating Orthographic Versus Auditory Cross‐Situational Word Learning With Online and Laboratory‐Based Testing

Abstract: Research has shown that novel words can be learned through the mechanism of statistical or cross-situational word learning (CSWL). So far, CSWL studies

Cited by 7 publications

References 109 publications

Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

The Influence of Bilingualism on Statistical Word Learning: A Registered Report

What have we learned from 15 years of research on cross-situational word learning? A focused review

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