Long-Term Auditory Word Priming in Preschoolers: Implicit Memory Support for Language Acquisition

1998 ◽  
Vol 39 (4) ◽  
pp. 523-542 ◽  
Author(s):  
Barbara A. Church ◽  
Cynthia Fisher
Keyword(s):  
Language Acquisition ◽  
Implicit Memory ◽  
Word Priming ◽  
Auditory Word ◽  
Memory Support ◽  
Auditory Word Priming

scholarly journals Dense neighborhoods and mechanisms of learning: evidence from children with phonological delay

2014 ◽  
Vol 42 (5) ◽  
pp. 1036-1072 ◽  
Author(s):  
JUDITH A. GIERUT ◽  
MICHELE L. MORRISETTE
Keyword(s):  
Working Memory ◽  
Language Acquisition ◽  
Sound Production ◽  
Phonological Acquisition ◽  
Phonological Working Memory ◽  
Learning Mechanism ◽  
Word Priming ◽  
Auditory Word ◽  
Auditory Word Priming

ABSTRACTThere is a noted advantage of dense neighborhoods in language acquisition, but the learning mechanism that drives the effect is not well understood. Two hypotheses – long-term auditory word priming and phonological working memory – have been advanced in the literature as viable accounts. These were evaluated in two treatment studies enrolling twelve children with phonological delay. Study 1 exposed children to dense neighbors versus non-neighbors before training sound production in evaluation of the priming hypothesis. Study 2 exposed children to the same stimuli after training sound production as a test of the phonological working memory hypothesis. Results showed that neighbors led to greater phonological generalization than non-neighbors, but only when presented prior to training production. There was little generalization and no differential effect of exposure to neighbors or non-neighbors after training production. Priming was thus supported as a possible mechanism of learning behind the dense neighborhood advantage in phonological acquisition.

Spoken-word processing in native and second languages: An investigation of auditory word priming

2005 ◽  
Vol 26 (4) ◽  
pp. 479-504 ◽  
Author(s):  
PAVEL TROFIMOVICH
Keyword(s):  
Word Processing ◽  
Spoken Word ◽  
Specific Information ◽  
Attentional Processing ◽  
Word Priming ◽  
Auditory Word ◽  
L2 Learners ◽  
Spoken Word Processing ◽  
Auditory Word Priming ◽  
Do So

The present study investigated whether and to what extent auditory word priming, which is one mechanism of spoken-word processing and learning, is involved in a second language (L2). The objectives of the study were to determine whether L2 learners use auditory word priming as monolinguals do when they are acquiring an L2, how attentional processing orientation influences the extent to which they do so, and what L2 learners actually “learn” as they use auditory word priming. Results revealed that L2 learners use auditory word priming, that the extent to which they do so depends little on attention to the form of spoken input, and that L2 learners overrely on detailed context-specific information available in spoken input as they use auditory word priming.

Auditory word priming in young children

1996 ◽  
Vol 19 ◽  
pp. 394
Author(s):  
Barbara Church ◽  
Cynthia Fisher
Keyword(s):  
Young Children ◽  
Word Priming ◽  
Auditory Word ◽  
Auditory Word Priming

The Impossibility of Language Acquisition (And How They Do It)

2020 ◽  
pp. 25-56
Author(s):  
Lila R. Gleitman ◽  
Mark Y. Liberman ◽  
Cynthia A. McLemore ◽  
Barbara H. Partee
Keyword(s):  
Language Acquisition ◽  
Cognitive Science ◽  
Research Community ◽  
Psychological Perspective ◽  
Theory Of Language

This autobiographical article, which began as an interview, reports some reflections by Lila R. Gleitman on the development of her thinking and her research—in concert with a host of esteemed collaborators over the years—on issues of language and mind, focusing on how language is acquired. Gleitman entered the field of linguistics as a student of Zellig Harris and learned first-hand of Noam Chomsky’s early work. She chose the psychological perspective, later helping to found the field of cognitive science. With her husband and long-term collaborator, Henry Gleitman, for more than 50 years, she fostered a continuing research community aimed at answering fundamental questions in the theory of language and its acquisition.

Language processing and language acquisition through the lens of Relational Morphology

2019 ◽  
pp. 201-232
Author(s):  
Ray Jackendoff ◽  
Jenny Audring
Keyword(s):  
Language Acquisition ◽  
Language Processing ◽  
Language Production ◽  
Long Term Memory ◽  
Spreading Activation ◽  
Linguistic Representations ◽  
Memory Network ◽  
Complex Words

This chapter asks what is happening to linguistic representations during language use, and how representations are formed in the course of language acquisition. It is shown how Relational Morphology’s theory of representations can be directly embedded into models of processing and acquisition. Central is that the lexicon, complete with schemas and relational links, constitutes the long-term memory network that supports language production and comprehension. The chapter first discusses processing: the nature of working memory; promiscuous (opportunistic) processing; spreading activation; priming; probabilistic parsing; the balance between storage and computation in recognizing morphologically complex words; and the role of relational links and schemas in word retrieval. It then turns to acquisition, which is to be thought of as adding nodes and relational links to the lexical network. The general approach is based on the Propose but Verify procedure of Trueswell et al. (2013), plus conservative generalization, as in usage-based approaches.

scholarly journals The Impossibility of Language Acquisition (and How They Do It)

2019 ◽  
Vol 5 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Lila R. Gleitman ◽  
Mark Y. Liberman ◽  
Cynthia A. McLemore ◽  
Barbara H. Partee
Keyword(s):  
Language Acquisition ◽  
Cognitive Science ◽  
Argument Structure ◽  
Word Meaning ◽  
Research Community ◽  
Psychological Perspective ◽  
Syntactic Bootstrapping ◽  
Language Input ◽  
Answering Questions

This autobiographical article, which began as an interview, reports some reflections by Lila Gleitman on the development of her thinking and her research—in concert with a host of esteemed collaborators over the years—on issues of language and mind, focusing on how language is acquired. Gleitman entered the field of linguistics as a student of Zellig Harris, and learned firsthand of Noam Chomsky's early work. She chose the psychological perspective, later helping to found the field of cognitive science; and with her husband and long-term collaborator, Henry Gleitman, for over 50 years fostered a continuing research community aimed at answering questions such as: When language input to the child is restricted, what is left to explain language acquisition? The studies reported here find that argument structure encoded in the syntax is key (syntactic bootstrapping) and that children learn word meaning in epiphanies (propose but verify).

Damage Control upon Learning That One’s Study Failed to Replicate

2021 ◽  
pp. 173-190
Author(s):  
R. Barker Bausell
Keyword(s):  
Social Media ◽  
Case Studies ◽  
Damage Control ◽  
Original Study ◽  
Word Priming ◽  
The Subject ◽  
Use Of Social Media

But what happens to investigators whose studies fails to replicate? The answer is complicated by the growing use of social media by scientists and the tenor of the original investigators’ responses to the replicators. Alternative case studies are presented including John Bargh’s vitriolic outburst following a failure of his classic word priming study to replicate, Amy Cuddy’s unfortunate experience with power posing, and Matthew Vees’s low-keyed response in which he declined to aggressively disparage his replicators, complemented the replicators’ interpretation of their replication, and neither defended his original study or even suggested that its findings might be wrong. In addition to such case studies, surveys on the subject suggest that there are normally no long-term deleterious career or reputational effects on investigators for a failure of a study to replicate and that a reasoned (or no) response to a failed replication is the superior professional and affective solution.

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