Cross-situational word learning in the right situations.

2014 ◽  
Vol 40 (3) ◽  
pp. 892-903 ◽  
Author(s):  
Isabelle Dautriche ◽  
Emmanuel Chemla
Keyword(s):  
Word Learning ◽  
The Right

scholarly journals The Right Thing at the Right Time: Why Ostensive Naming Facilitates Word Learning

2012 ◽  
Vol 3 ◽  
Author(s):  
Emma L. Axelsson ◽  
Kirsten Churchley ◽  
Jessica S. Horst
Keyword(s):  
Word Learning ◽  
The Right

scholarly journals استراتيجية واللعبة في الكلام العربية

2017 ◽  
Vol 18 (2) ◽  
pp. 161
Author(s):  
Dian Ekawati
Keyword(s):  
Learning Environment ◽  
Word Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Process Variation ◽  
Language Game ◽  
Language Games ◽  
Key Word ◽  
The Right ◽  
Speak Up

Learning is to transfer knowledge from educator to learners in a learning environment which has been deliberately created. In the process of learning, a right strategy is needed to acheve the expected goals. The same thing also goes to the process of learning Arabic which requires the right strategy tha is in accordance with the skills to be taught. Kalam learning strategy is a plan arranged to achieve the desired goals or objectives, that is the fluency of speaking Arabic of the students. The strategy is also one of the components in learning. A varied method of teaching is one of the ways to avoid boredom in learning. Kalam learning process variation can also use language games to provoke students to speak up Arabic more properly.   Key word: learning strategy, a language game in learning kalam.

scholarly journals Word learning and the cerebral hemispheres: from serial to parallel processing of written words

2009 ◽  
Vol 364 (1536) ◽  
pp. 3675-3696 ◽  
Author(s):  
Andrew W. Ellis ◽  
Roberto Ferreira ◽  
Polly Cathles-Hagan ◽  
Kathryn Holt ◽  
Lisa Jarvis ◽  
...  
Keyword(s):  
Parallel Processing ◽  
Visual Field ◽  
Word Learning ◽  
Word Reading ◽  
Visual Fields ◽  
Letter Recognition ◽  
Right Visual Field ◽  
Before And After ◽  
Word Forms ◽  
The Right

Reading familiar words differs from reading unfamiliar non-words in two ways. First, word reading is faster and more accurate than reading of unfamiliar non-words. Second, effects of letter length are reduced for words, particularly when they are presented in the right visual field in familiar formats. Two experiments are reported in which right-handed participants read aloud non-words presented briefly in their left and right visual fields before and after training on those items. The non-words were interleaved with familiar words in the naming tests. Before training, naming was slow and error prone, with marked effects of length in both visual fields. After training, fewer errors were made, naming was faster, and the effect of length was much reduced in the right visual field compared with the left. We propose that word learning creates orthographic word forms in the mid-fusiform gyrus of the left cerebral hemisphere. Those word forms allow words to access their phonological and semantic representations on a lexical basis. But orthographic word forms also interact with more posterior letter recognition systems in the middle/inferior occipital gyri, inducing more parallel processing of right visual field words than is possible for any left visual field stimulus, or for unfamiliar non-words presented in the right visual field.

scholarly journals Only the right noise? Effects of phonetic and visual input variability on 14‐month‐olds' minimal pair word learning

2020 ◽  
Vol 23 (5) ◽  
Author(s):  
Barbara Höhle ◽  
Tom Fritzsche ◽  
Katharina Meß ◽  
Mareike Philipp ◽  
Adamantios Gafos
Keyword(s):  
Word Learning ◽  
Visual Input ◽  
Minimal Pair ◽  
Noise Effects ◽  
The Right ◽  
Pair Word

scholarly journals All the Right Noises: Background Variability Helps Early Word Learning

2017 ◽  
Vol 42 ◽  
pp. 413-438 ◽  
Author(s):  
Katherine E. Twomey ◽  
Lizhi Ma ◽  
Gert Westermann
Keyword(s):  
Word Learning ◽  
The Right

scholarly journals Finding the force: a novel word learning experiment with modals

2021 ◽  
Vol 1 ◽  
pp. 136
Author(s):  
Anouk Dieuleveut ◽  
Ailis Cournane ◽  
Valentine Hacquard
Keyword(s):  
Adult Learners ◽  
Word Learning ◽  
Learning Experiment ◽  
Knowledge Based ◽  
Modal Force ◽  
The Right ◽  
Novel Word Learning

This study investigates the semantic and pragmatic challenges of acquiring the force of English modals, which express possibility (e.g., might) and necessity (e.g., must). Children seem to struggle with modal force through at least age 4, over-accepting both possibility modals where adults would prefer necessity modals, and necessity modals in possibility situations. These difficulties are typically blamed on pragmatic or conceptual immaturity. In this study, we sidestep these immaturity issues by investigating the challenges of modal learning through a novel word learning experiment with adults, for different 'flavors' of modals: epistemic (knowledge-based) versus teleological (goal-based), and comparing novel modals with actual English modals. We find that when learning possibility modals, adult learners behave as expected: they accept novel modals in necessity situations, both in epistemic and teleological contexts, but less often after they've learned a pragmatically more appropriate necessity modal. However, when learning necessity modals, participants manage to learn the right force (i.e., reject them in possibility situations) for epistemic scenarios only; with teleological scenarios, they accept them in possibility situations. We propose that an overlap in modal flavor explains their behavior, specifically, the competition with an ability interpretation in teleological but not epistemic scenarios, which could also contribute to children's difficulty with necessity modals reported in the acquisition literature.

scholarly journals Noticing vocabulary holes aids incidental second language word learning: An experimental study

2018 ◽  
Vol 22 (3) ◽  
pp. 500-515 ◽  
Author(s):  
JOHANNA F. DE VOS ◽  
HERBERT SCHRIEFERS ◽  
KRISTIN LEMHÖFER
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Word Learning ◽  
Control Group ◽  
Unknown Word ◽  
Price Comparison ◽  
The Right ◽  
Experimental Group

Noticing the hole (NTH) occurs when speakers want to say something, but realise they do not know the right word(s). Such awareness of lacking knowledge supposedly facilitates the acquisition of the unknown word(s) from later input (Swain, 1993). We tested this claim by experimentally inducing NTH in a second language (L2) for some participants (experimental), but not others (control). Then, in a price comparison game, all participants were exposed to spoken L2 input containing the to-be-learned words. They were unaware of taking part in an L2 study. Post-tests showed that participants who had noticed holes in their vocabulary had indeed learned more words compared to participants who had not. This held both for the experimental group as well as those participants in the control group who later reported to have noticed holes. Thus, when we become aware of vocabulary holes, the first step to improve our vocabulary is already taken.

Looking for Wugs in all the Right Places: Children's Use of Prepositions in Word Learning

2021 ◽  
Vol 45 (8) ◽  
Author(s):  
Thomas St. Pierre ◽  
Elizabeth K. Johnson
Keyword(s):  
Word Learning ◽  
The Right

scholarly journals Neurobiological Correlates of Inhibition of the Right Broca Homolog during New-Word Learning

2016 ◽  
Vol 10 ◽  
Author(s):  
Pierre Nicolo ◽  
Raphaël Fargier ◽  
Marina Laganaro ◽  
Adrian G. Guggisberg
Keyword(s):  
Word Learning ◽  
The Right
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