scholarly journals Complex Word Recognition Behaviour Emerges from the Richness of the Word Learning Environment

2016 ◽  
Author(s):  
Alastair C. Smith ◽  
Padraic Monaghan ◽  
Falk Huettig
Keyword(s):  
Word Recognition ◽  
Learning Environment ◽  
Word Learning ◽  
Complex Word

scholarly journals The growth of children’s semantic and phonological networks: insight from 10 languages

2019 ◽  
Author(s):  
Abdellah Fourtassi ◽  
Yuan Bian ◽  
Michael C. Frank
Keyword(s):  
Learning Environment ◽  
Statistical Learning ◽  
Word Frequency ◽  
Word Learning ◽  
Learning Process ◽  
Network Growth ◽  
Learning Abilities ◽  
Developmental Mechanism ◽  
Internal Lexicon ◽  
External Learning

Children tend to produce words earlier when they are connected to a variety of other words along the phonological and semantic dimensions. Though these semantic and phonological connectivity effects have been extensively documented, little is known about their underlying developmental mechanism. One possibility is that learning is driven by lexical network growth where highly connected words in the child's early lexicon enable learning of similar words. Another possibility is that learning is driven by highly connected words in the external learning environment, instead of highly connected words in the early internal lexicon. The present study tests both scenarios systematically in both the phonological and semantic domains across 10 languages. We show that phonological and semantic connectivity in the learning environment drives growth in both production- and comprehension-based vocabularies, even controlling for word frequency and length. This pattern of findings suggests a word learning process where children harness their statistical learning abilities to detect and learn highly connected words in the learning environment.

scholarly journals Gradations of interpretability in spoken complex word recognition

2019 ◽  
Vol 133 ◽  
pp. 107065
Author(s):  
Swetlana Schuster ◽  
Aditi Lahiri
Keyword(s):  
Word Recognition ◽  
Complex Word

scholarly journals Monolingual and Bilingual Word Recognition and Word Learning in Background Noise

2019 ◽  
Vol 63 (2) ◽  
pp. 381-403 ◽  
Author(s):  
Giovanna Morini ◽  
Rochelle S. Newman
Keyword(s):  
Word Recognition ◽  
White Noise ◽  
Object Relations ◽  
Word Learning ◽  
Background Noise ◽  
Learning Task ◽  
Growing Up ◽  
Linguistic Experience ◽  
Speech In Noise

The question of whether bilingualism leads to advantages or disadvantages in linguistic abilities has been debated for many years. It is unclear whether growing up with one versus two languages is related to variations in the ability to process speech in the presence of background noise. We present findings from a word recognition and a word learning task with monolingual and bilingual adults. Bilinguals appear to be less accurate than monolinguals at identifying familiar words in the presence of white noise. However, the bilingual “disadvantage” identified during word recognition is not present when listeners were asked to acquire novel word-object relations that were trained either in noise or in quiet. This work suggests that linguistic experience and the demands associated with the type of task both play a role in the ability for listeners to process speech in noise.

scholarly journals Predicting the birth of a spoken word

2015 ◽  
Vol 112 (41) ◽  
pp. 12663-12668 ◽  
Author(s):  
Brandon C. Roy ◽  
Michael C. Frank ◽  
Philip DeCamp ◽  
Matthew Miller ◽  
Deb Roy
Keyword(s):  
Language Acquisition ◽  
Learning Environment ◽  
Word Learning ◽  
Spoken Word ◽  
Multimodal Data ◽  
Video Recordings ◽  
Frequency Of Use

Children learn words through an accumulation of interactions grounded in context. Although many factors in the learning environment have been shown to contribute to word learning in individual studies, no empirical synthesis connects across factors. We introduce a new ultradense corpus of audio and video recordings of a single child’s life that allows us to measure the child’s experience of each word in his vocabulary. This corpus provides the first direct comparison, to our knowledge, between different predictors of the child’s production of individual words. We develop a series of new measures of the distinctiveness of the spatial, temporal, and linguistic contexts in which a word appears, and show that these measures are stronger predictors of learning than frequency of use and that, unlike frequency, they play a consistent role across different syntactic categories. Our findings provide a concrete instantiation of classic ideas about the role of coherent activities in word learning and demonstrate the value of multimodal data in understanding children’s language acquisition.

Effects of a directional mic on childrenʼs word recognition and novel-word learning

2008 ◽  
Vol 61 (11) ◽  
pp. 22-25 ◽  
Author(s):  
Derek Jason Stiles ◽  
Ruth A. Bentler ◽  
Karla K. McGregor
Keyword(s):  
Word Recognition ◽  
Word Learning ◽  
Novel Word Learning

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.

Learning and Retention of Novel Words in Musicians and Nonmusicians

2021 ◽  
pp. 1-15
Author(s):  
Elizabeth C. Stewart ◽  
Andrea L. Pittman
Keyword(s):  
Word Recognition ◽  
Word Learning ◽  
Musical Training ◽  
Normal Hearing ◽  
Word Recall ◽  
Auditory Information ◽  
Musical Representations ◽  
Word Detection ◽  
Novel Words

Purpose The purpose of this study was to determine whether long-term musical training enhances the ability to perceive and learn new auditory information. Listeners with extensive musical experience were expected to detect, learn, and retain novel words more effectively than participants without musical training. Advantages of musical training were expected to be greater for words learned in multitalker babble compared to quiet. Method Participants consisted of 20 young adult musicians and 20 age-matched nonmusicians, all with normal hearing. In addition to completing word recognition and nonword detection tasks, each participant learned 10 novel words in a rapid word-learning paradigm. All tasks were completed in quiet and in multitalker babble. Next-day retention of the learned words was examined in isolation (recall) and in the context of continuous discourse (detection). Performance was compared across groups and listening conditions. Results Performance was significantly poorer in babble than in quiet on word recognition and nonword detection, but not on word learning, learned-word recall, or learned-word detection. No differences were observed between groups (musicians vs. nonmusicians) on any of the tasks. Conclusions For young normal-hearing adults, auditory experience resulting from long-term music training did not enhance their learning of new auditory information in either favorable (quiet) or unfavorable (babble) listening conditions. This suggests that the formation of semantic and musical representations in memory may be supported by the same underlying auditory processes, such that musical training is simply an extension of an auditory expertise that both musicians and nonmusicians possess.

Sign in / Sign up

Export Citation Format

Share Document