Fast mapping word meanings across trials: Young children forget all but their first guess
| Autor: | Amy Pace, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Athulya Aravind, Jill de Villiers, Aquiles Iglesias, Mary Sweig Wilson, Hannah Valentine |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Male
Linguistics and Language Process (engineering) Cognitive Neuroscience media_common.quotation_subject Multilingualism Experimental and Cognitive Psychology Referent Vocabulary 050105 experimental psychology Language and Linguistics Task (project management) Developmental and Educational Psychology Humans Learning 0501 psychology and cognitive sciences Meaning (existential) Function (engineering) media_common 05 social sciences Semantics Fast mapping Ask price Child Preschool Female Tracking (education) Psychology Child Language 050104 developmental & child psychology Cognitive psychology |
| Zdroj: | Cognition. 177:177-188 |
| ISSN: | 0010-0277 |
| DOI: | 10.1016/j.cognition.2018.04.008 |
| Popis: | Do children learn a new word by tracking co-occurrences between words and referents across multiple instances ("cross-situational learning" models), or is word-learning a "one-track" process, where learners maintain a single hypothesis about the possible referent, which may be verified or falsified in future occurrences ("propose-but-verify" models)? Using a novel word-learning task, we ask which learning procedure is utilized by preschool-aged children. We report on findings from three studies comparing the word-learning strategies across different populations of child learners: monolingual English learners, Spanish - English dual language learners, and learners at risk for language-delay. In all three studies, we ask what, if anything, is retained from prior exposures and whether the amount of information retained changes as children get older. The ability to make a good initial hypothesis was a function of various factors, including language ability and experience, but across-the-board, children were no better than chance after a wrong initial hypothesis. This suggests that children do not retain multiple meaning hypotheses across learning instances, lending support to the propose-but-verify models. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect