Predict and Redirect: Prediction Errors Support Children's Word Learning

Autor/inn/en	Reuter, Tracy; Borovsky, Arielle; Lew-Williams, Casey
Titel	Predict and Redirect: Prediction Errors Support Children's Word Learning
Quelle	In: Developmental Psychology, 55 (2019) 8, S.1656-1665 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reuter, Tracy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000754
Schlagwörter	Prediction; Error Patterns; Preschool Children; Language Processing; Semantics; Eye Movements; Intelligence Tests; Verbal Ability; Vocabulary; Sentences; Visual Stimuli; Auditory Stimuli; Attention; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Vorhersage; Fehlertyp; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachverarbeitung; Semantik; Augenbewegung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Sentence analysis; Satzanalyse; Auditive Stimulation; Aufmerksamkeit
Abstract	According to prediction-based learning theories, erroneous predictions support learning. However, empirical evidence for a relation between prediction error and children's language learning is currently lacking. Here we investigated whether and how prediction errors influence children's learning of novel words. We hypothesized that word learning would vary as a function of 2 factors: the extent to which children generate predictions, and the extent to which children redirect attention in response to errors. Children were tested in a novel word learning task, which used eye tracking to measure (a) real-time semantic predictions to familiar referents, (b) attention redirection following prediction errors, and (c) learning of novel referents. Results indicated that predictions and prediction errors interdependently supported novel word learning, via children's efficient redirection of attention. This study provides a developmental evaluation of prediction-based theories and suggests that erroneous predictions play a mechanistic role in children's language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01