Names for Things… and Actions and Events

Levine, Dani; Strother‐Garcia, Kristina; Hirsh‐Pasek, Kathy; Golinkoff, Roberta Michnick

doi:10.1002/9781118829516.ch24

Cited by 3 publications

(5 citation statements)

References 232 publications

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“…The word learning strategies employed in our ME and CSWL conditions are essential for establishing accurate links between a novel word and its referent, however, children's daily word learning experiences are very complex (Levine et al, 2017;Samuelson and McMurray, 2017;Vlach and DeBrock, 2017) and require a combination of learning strategies to successfully learn new vocabulary. From a young age, children learn words through the confluence of personal, and often conscious, engagement, effort, and emotion along with the involvement of cognitive and affective processes (Bloom, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, it has been hypothesized that word learning does not depend on a sole mechanism but on a number of multifaceted linguistic and cognitive processes ( Levine et al, 2017 ). These processes may operate and modulate word learning individually or complementarily in different proportions throughout the lifespan ( Golinkoff et al, 1994 ; Hirsh-Pasek et al, 2004 ).…”

Section: Introductionmentioning

confidence: 99%

“…During the preschool years (i.e., from 3 to 6 years of age), children become experienced word learners, with 6 year-olds acquiring from a few to nearly 20 new words a day ( Anglin et al, 1993 ; Hollich et al, 2000 ). This impressive word-learning rate results from engaging a combination of processes, mechanisms, and strategies ( Hollich et al, 2000 ; Bion et al, 2013 ; Levine et al, 2017 ; Samuelson et al, 2017 ).…”

Section: Introductionmentioning

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: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…Many studies have found the quantity and quality of parental involvement and interaction is the greatest predictor of deaf children's developmental outcomes [13*, 14, 15, 16, 17]. Parents who have not yet developed skills in communicating with their deaf children are likely to provide reduced language input which in turn affects how a child develops their own understanding and use of language [18].…”

Section: Why Is Interaction Importantmentioning

confidence: 99%

Assessing parent–child interaction in infant deafness

Curtin

Herman

Cruice

et al. 2021

Current Opinion in Otolaryngology &Amp; Head &Amp; Neck Surgery

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Most deaf babies are born to hearing parents with little experience in deafness. Deafness can reduce access to spoken language. Despite advancements in amplification technology, deaf children still present with delays in attention and communication skills at the start of nursery.Research reports that hearing parents of deaf infants can be more directive during interaction, spend less time following the child's focus of attention, and have more difficulty achieving successful turn-taking in conversation. Much research tells us that these factors impact on the quality and quantity of PCI. Good PCI, in all infants, but especially so in deafness, is a strong predictor of child language outcomes. Teachers of the Deaf and Speech and Language Therapists are the first professionals to support families in the home. For these professionals, having an objective way of assessing PCI would greatly assist and standardise their practice. However, to date, there are no deaf-specific assessments to observe and appraise a parent's communication behaviours when interacting with their deaf child.

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“…Another example is confusion that has arisen in the literature related to Shatz and Gelman’s (1973) work on 4-year-old’s speech modifications to 2-year-old listeners (in contrast to modifications made to adult listeners). This classic study is often cited as evidence of the ubiquity or indeed universality of motherese (e.g., Fernald, 1985; Werker et al, 1994; Levine et al, 2017). However, Shatz & Gelman’s analysis did not address acoustic aspects of the speech stream, and thus those findings are not germane to many of the specific claims about universality at issue.…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

Reification of infant-directed speech? Exploring assumptions shaping infant-directed speech research

Weinstein

Baldwin

2022

Culture & Psychology

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The seemingly ubiquitous tendency of caregivers to speak to infants in special ways has captivated the interest of scholars across diverse disciplines for over a century. As a result, this phenomenon has been characterized in quite different ways. Here, we highlight the shift from early definitions of “baby-talk” which implied that the nature of speech directed towards infants would vary in different sociolinguistic contexts, to later terms such as “motherese” or “infant-directed speech” (IDS) which came to refer to a specific set of features, some of which were argued to represent a universal, optimal and culturally invariant form of speech. These divergent conceptualizations of IDS thus reflect broader disciplinary tensions pertaining to the role allotted to cultural processes in psychological research. We hope to contribute to this literature by pointing to the complexity associated with identifying discrete categories of speech (i.e., baby-talk and motherese/IDS) within a complex multi-dimensional sociolinguistic landscape. We also highlight ways in which a lack of attention to the cultural context of infant-caregiver interactions may have led to biased characterizations of IDS. Furthermore, these biases may implicitly penetrate the nature of empirical work on IDS as well. We end with a series of suggestions for future directions.

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Names for Things… and Actions and Events

Cited by 3 publications

References 232 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

Assessing parent–child interaction in infant deafness

Reification of infant-directed speech? Exploring assumptions shaping infant-directed speech research

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