scholarly journals Using language input and lexical processing to predict vocabulary size

2018 ◽  
Vol 21 (6) ◽  
pp. e12685 ◽  
Author(s):  
Tristan Mahr ◽  
Jan Edwards
Keyword(s):  
Lexical Processing ◽  
Vocabulary Size ◽  
Language Input

scholarly journals Vocabulary size and auditory word recognition in preschool children

2016 ◽  
Vol 38 (1) ◽  
pp. 89-125 ◽  
Author(s):  
FRANZO LAW ◽  
TRISTAN MAHR ◽  
ALISSA SCHNEEBERG ◽  
JAN EDWARDS
Keyword(s):  
Maternal Education ◽  
Lexical Processing ◽  
American English ◽  
Eye Gaze ◽  
Education Level ◽  
Vocabulary Size ◽  
Processing Efficiency ◽  
New Words ◽  
Gaze Patterns ◽  
Mainstream American English

ABSTRACTRecognizing familiar words quickly and accurately facilitates learning new words, as well as other aspects of language acquisition. This study used the visual world paradigm with semantic and phonological competitors to study lexical processing efficiency in 2- to 5-year-old children. Experiment 1 found this paradigm was sensitive to vocabulary-size differences. Experiment 2 included a more diverse group of children who were tested in their native dialect (either African American English or mainstream American English). No effect of stimulus dialect was observed. The results showed that vocabulary size was a better predictor of eye gaze patterns than was maternal education, but that maternal education level had a moderating effect; as maternal education level increased, vocabulary size was less predictive of lexical processing efficiency.

scholarly journals Infants’ Lexical Processing Efficiency is Related to Vocabulary Size by One Year of Age

Infancy ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 342-366 ◽  
Author(s):  
Jill Lany ◽  
Michael Giglio ◽  
Madeleine Oswald
Keyword(s):  
Lexical Processing ◽  
Vocabulary Size ◽  
Processing Efficiency ◽  
One Year

scholarly journals Perceptual Connectivity Influences Toddlers’ Attention to Known Objects and Subsequent Label Processing

2021 ◽  
Vol 11 (2) ◽  
pp. 163
Author(s):  
Ryan E. Peters ◽  
Justin B. Kueser ◽  
Arielle Borovsky
Keyword(s):  
Individual Differences ◽  
Lexical Processing ◽  
Target Item ◽  
Focused Attention ◽  
Vocabulary Size ◽  
Sensory Structure ◽  
Word Meanings ◽  
Perceptual Features ◽  
Before And After ◽  
High Connectivity

While recent research suggests that toddlers tend to learn word meanings with many “perceptual” features that are accessible to the toddler’s sensory perception, it is not clear whether and how building a lexicon with perceptual connectivity supports attention to and recognition of word meanings. We explore this question in 24–30-month-olds (N = 60) in relation to other individual differences, including age, vocabulary size, and tendencies to maintain focused attention. Participants’ looking to item pairs with high vs. low perceptual connectivity—defined as the number of words in a child’s lexicon sharing perceptual features with the item—was measured before and after target item labeling. Results revealed pre-labeling attention to known items is biased to both high- and low-connectivity items: first to high, and second, but more robustly, to low-connectivity items. Subsequent object–label processing was also facilitated for high-connectivity items, particularly for children with temperamental tendencies to maintain focused attention. This work provides the first empirical evidence that patterns of shared perceptual features within children’s known vocabularies influence both visual and lexical processing, highlighting the potential for a newfound set of developmental dependencies based on the perceptual/sensory structure of early vocabularies.

Exploring the Linguistic, Cognitive, and Social Skills Underlying Lexical Processing Efficiency as Measured by the Looking-while-Listening Paradigm

2021 ◽  
pp. 1-24
Author(s):  
Samuel RONFARD ◽  
Ran WEI ◽  
Meredith L. ROWE
Keyword(s):  
Social Skills ◽  
Language Development ◽  
Executive Functions ◽  
Lexical Processing ◽  
Fast Mapping ◽  
Vocabulary Size ◽  
Processing Efficiency ◽  
Future Studies ◽  
Pragmatic Skills ◽  
Mapping Task

Abstract The looking-while-listening (LWL) paradigm is frequently used to measure toddlers’ lexical processing efficiency (LPE). Children's LPE is associated with vocabulary size, yet other linguistic, cognitive, or social skills contributing to LPE are not well understood. It also remains unclear whether LPE measures from two types of LWL trials (target-initial versus distractor-initial trials) are differentially associated with the abovementioned potential correlates of LPE. We tested 18- to 24-month-olds and found that children's word learning on a fast-mapping task was associated with LPE measures from all trials and distractor-initial trials but not target-initial trials. Children's vocabulary and pragmatic skills were both associated with their fast-mapping performance. Executive functions and pragmatic skills were associated with LPE measures from distractor-initial but not target-initial trials. Hence, LPE as measured by the LWL paradigm may reflect a constellation of skills important to language development. Methodological implications for future studies using the LWL paradigm are discussed.

Lexicale Rijkdom, Tekstmoeilijkheid en Woordenschatgrootte

2000 ◽  
Vol 64 ◽  
pp. 95-105 ◽  
Author(s):  
Anne Vermeer
Keyword(s):  
Computer Program ◽  
Primary Education ◽  
Relative Proportion ◽  
Spontaneous Speech ◽  
Vocabulary Size ◽  
Automatic Computer ◽  
Lexical Richness ◽  
Speech Data ◽  
Language Input

Most measures of lexical richness in spontaneous speech data, based on the distribution of, or the relation between the types and tokens, appear to be neither reliable nor valid. The article describes a semi-automatic computer program, MLR (Measure of Lexical Richness) that measures lexical richness on the basis of the degree of difficulty of the words used, as measured by their (levels of) frequency in daily language input. The MLR is meant for the analysis of texts of (students in) primary education, with a vocabulary size of up to about 25,000 different lemmas, and provides an answer to the following questions: 1) What is the difficulty of the various words in the text? 2) What is the relative proportion of the degrees of difficulty of words in the text? 3) What is the covering percentage of the text for a student with a certain vocabulary size? 4) What is the size of vocabulary of the student, on the basis of the spontaneous speech data?

scholarly journals Acoustic-lexical characteristics of child-directed speech between 7 and 24 months and their impact on toddlers' phonological processing

2021 ◽  
Author(s):  
Meg Cychosz ◽  
jan edwards ◽  
Nan Bernstein Ratner ◽  
Catherine Torrington Eaton ◽  
Rochelle Newman
Keyword(s):  
Working Memory ◽  
Phonological Processing ◽  
Strong Predictor ◽  
Developmental Outcomes ◽  
Large Cohort ◽  
Memory Development ◽  
Language Outcomes ◽  
Vocabulary Size ◽  
Phonological Working Memory ◽  
Language Input

Speech-language input from adult caregivers is a strong predictor of children's developmental outcomes. But the properties of this child-directed speech are not static over the first months or years of a child’s life. This study assesses a large cohort of children and caregivers (n=84) at 7, 10, 18, and 24 months to document (1) how a battery of phonetic, phonological, and lexical characteristics of child-directed speech changes in the first two years of life and (2) how input at these different stages predicts toddlers’ phonological processing and vocabulary size at two years. Results show that most measures of child-directed speech do change as children age, and certain characteristics, like hyperarticulation, actually peak at 24 months. For language outcomes, children's phonological processing benefited from exposure to longer (in phonemes) words, more diverse word types, and enhanced coarticulation in their input. It is proposed that longer words in the input may stimulate children's phonological working memory development, while heightened coarticulation simultaneously introduces important sublexical cues and exposes them to challenging, naturalistic speech, leading to overall stronger phonological processing outcomes.

scholarly journals Acoustic-Lexical Characteristics of Child-Directed Speech Between 7 and 24 Months and Their Impact on Toddlers' Phonological Processing

2021 ◽  
Vol 12 ◽  
Author(s):  
Margaret Cychosz ◽  
Jan R. Edwards ◽  
Nan Bernstein Ratner ◽  
Catherine Torrington Eaton ◽  
Rochelle S. Newman
Keyword(s):  
Working Memory ◽  
Phonological Processing ◽  
Strong Predictor ◽  
Developmental Outcomes ◽  
Large Cohort ◽  
Memory Development ◽  
Language Outcomes ◽  
Vocabulary Size ◽  
Phonological Working Memory ◽  
Language Input

Speech-language input from adult caregivers is a strong predictor of children's developmental outcomes. But the properties of this child-directed speech are not static over the first months or years of a child's life. This study assesses a large cohort of children and caregivers (n = 84) at 7, 10, 18, and 24 months to document (1) how a battery of phonetic, phonological, and lexical characteristics of child-directed speech changes in the first 2 years of life and (2) how input at these different stages predicts toddlers' phonological processing and vocabulary size at 2 years. Results show that most measures of child-directed speech do change as children age, and certain characteristics, like hyperarticulation, actually peak at 24 months. For language outcomes, children's phonological processing benefited from exposure to longer (in phonemes) words, more diverse word types, and enhanced coarticulation in their input. It is proposed that longer words in the input may stimulate children's phonological working memory development, while heightened coarticulation simultaneously introduces important sublexical cues and exposes them to challenging, naturalistic speech, leading to overall stronger phonological processing outcomes.

Stress assignment in bilingual adults reading Italian as a second language: The effect of vocabulary size

2011 ◽  
Author(s):  
C. Burani ◽  
S. Primativo ◽  
L. S. Arduino ◽  
S. O'Brien ◽  
D. Paizi ◽  
...  
Keyword(s):  
Second Language ◽  
Vocabulary Size ◽  
Stress Assignment
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