Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children's Word-Learning

Autor/in	Creel, Sarah C.
Titel	Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children's Word-Learning
Quelle	In: Language Learning and Development, 10 (2014) 1, S.68-95 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2013.803871
Schlagwörter	Suprasegmentals; Word Recognition; Language Acquisition; Preschool Children; Simulation; English; Learning Modules; Stimuli; Pronunciation; Regression (Statistics); Eye Movements; Vocabulary Development; Accuracy; Infants; Toddlers; Experiments; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Worterkennung; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulation program; Simulationsprogramm; English language; Englisch; Learning module; Lernmodul; Anreizsystem; Aussprache; Regression; Regressionsanalyse; Augenbewegung; Wortschatzarbeit; Infant; Toddler; Toddlers; Kleinkind; Infants; Erprobung
Abstract	Many studies have examined language acquisition under morphosyntactic or semantic inconsistency, but few have considered "word-form" inconsistency. Many young learners encounter word-form inconsistency due to accent variation in their communities. The current study asked how preschoolers recognize accent-variants of newly learned words. Can preschoolers generalize recognition based on partial match to the learned form? When learning in two accents simultaneously, do children ignore inconsistent elements, or encode two word forms (one per accent)? Three- to 5-year-olds learned words in a novel-word learning paradigm but did not generalize to new accent-like pronunciations (Experiment 1) unless familiar-word recognition trials were interspersed (Experiments 3 and 4), which apparently generated a familiar-word-recognition pragmatic context. When exposure included two accent-variants per word, children were less accurate (Experiment 2) and slower to look to referents (Experiments 2, 5) relative to one-accent learning. Implications for language learning and accent processing over development are discussed. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10