The Influence of Part-Word Phonotactic Probability/Neighborhood Density on Word Learning by Preschool Children Varying in Expressive Vocabulary

Autor/inn/en	Storkel, Holly L.; Hoover, Jill R.
Titel	The Influence of Part-Word Phonotactic Probability/Neighborhood Density on Word Learning by Preschool Children Varying in Expressive Vocabulary
Quelle	In: Journal of Child Language, 38 (2011) 3, S.628-643 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000910000176
Schlagwörter	Expressive Language; Phonemes; Preschool Children; Vocabulary Development; Probability; Language Acquisition; Rhyme; Pictorial Stimuli; Measures (Individuals); Scores; Child Language; Phonology + Suchen Sie Ihr Suchwort? Fonem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Sprachaneignung; Spracherwerb; Reim; Fantasieanregung; Messdaten; 'Children''s language'; Kindersprache; Fonologie
Abstract	The goal of this study was to examine the influence of part-word phonotactic probability/neighborhood density on word learning by preschool children with normal vocabularies that varied in size. Ninety-eight children (age 2 ; 11-6 ; 0) were taught consonant-vowel-consonant (CVC) nonwords orthogonally varying in the probability/density of the CV (i.e. body) and VC (i.e. rhyme). Learning was measured via picture naming. Children with the lowest expressive vocabulary scores showed no effect of either CV or VC probability/density, although floor effects could not be ruled out. In contrast, children with low or high expressive vocabulary scores demonstrated sensitivity to part-word probability/density with the nature of the effect varying by group. Children with the highest expressive vocabulary scores displayed yet a third pattern of part-word probability/density effects. Taken together, word learning by preschool children was influenced by part-word probability/density but the nature of this influence appeared to depend on the size of the lexicon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10