Repetition, but Not Acoustic Differentiation, Facilitates Pseudohomophone Learning by Children

Autor/inn/en	Conwell, Erin; Pichardo, Felix; Horvath, Gregor; Lopez, Amanda
Titel	Repetition, but Not Acoustic Differentiation, Facilitates Pseudohomophone Learning by Children
Quelle	In: Language Learning and Development, 18 (2022) 4, S.475-484 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2021.1999244
Schlagwörter	Vocabulary Development; Learning Processes; Preschool Children; Acoustics; Definitions; Language Processing; Cognitive Mapping; Novelty (Stimulus Dimension); Task Analysis; Speech Communication; English; Language Acquisition; Audio Equipment; Computer Assisted Testing; Phonology; Auditory Stimuli + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Akustik; Begriffsbestimmung; Sprachverarbeitung; Aufgabenanalyse; English language; Englisch; Sprachaneignung; Spracherwerb; Audio-CD; Fonologie; Auditive Stimulation
Abstract	Children's ability to learn words with multiple meanings may be hindered by their adherence to a one-to-one form-to-meaning mapping bias. Previous research on children's learning of a novel meaning for a familiar word (sometimes called a "pseudohomophone") has yielded mixed results, suggesting a range of factors that may impact when children entertain a new meaning for a familiar word. One such factor is repetition of the new meaning and another is the acoustic differentiation of the two meanings. This study asked 72 4-year-old English-learning children to assign novel meanings to familiar words and manipulated how many times they heard the words with their new referents as well as whether the productions were acoustically longer than typical productions of the words. Repetition supported the learning of a pseudohomophone, but acoustic differentiation did not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01