Combining statistics: the role of phonotactics on cross-situational word learning.

Autor: Dal Ben R; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP, Brazil. dalbenwork2@gmail.com., Souza DH; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP, Brazil., Hay JF; Department of Psychology, University of Tennessee, Knoxville, TN, USA.
Jazyk: angličtina
Zdroj: Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS [Psicol Reflex Crit] 2022 Sep 28; Vol. 35 (1), pp. 30. Date of Electronic Publication: 2022 Sep 28.
DOI: 10.1186/s41155-022-00234-y
Abstrakt: Language learners can rely on phonological and semantic information to learn novel words. Using a cross-situational word learning paradigm, we explored the role of phonotactic probabilities on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 30) were exposed to two sets of word-object pairs. Words from one set of labels had slightly higher phonotactic probabilities than words from the other set. By tracking co-occurrences of words and objects, participants were able to learn word-object mappings similarly across both sets. Our findings contrast with studies showing a facilitative effect of phonotactic probability on word learning in non-ambiguous contexts.
(© 2022. The Author(s).)
Databáze: MEDLINE
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