A Comparison of Homonym and Novel Word Learning: The Role of Phonotactic Probability and Word Frequency

Autor/inn/en	Storkel, Holly L.; Maekawa, Junko
Titel	A Comparison of Homonym and Novel Word Learning: The Role of Phonotactic Probability and Word Frequency
Quelle	In: Journal of Child Language, 32 (2005) 4, S.827-853 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000905007099
Schlagwörter	Visual Aids; Identification; Word Frequency; Probability; Novels; Language Acquisition; Comparative Analysis; Preschool Children + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Identifikation; Identifizierung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Novel; Roman; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study compares homonym learning to novel word learning by three- to four-year-old children to determine whether homonyms are learned more rapidly or more slowly than novel words. In addition, the role of form characteristics in homonym learning is examined by manipulating phonotactic probability and word frequency. Thirty-two children were exposed to homonyms and novel words in a story with visual support and learning was measured in two tasks: referent identification; picture naming. Results showed that responses to homonyms were as accurate as responses to novel words in the referent identification task. In contrast, responses to homonyms were more accurate than responses to novel words in the picture-naming task. Furthermore, homonyms composed of common sound sequences were named more accurately than those composed of rare sound sequences. The influence of word frequency was less straightforward. These results may be inconsistent with a one-to-one form-referent bias in word learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10