Dynamics of Word Comprehension in Infancy: Developments in Timing, Accuracy, and Resistance to Acoustic Degradation

Autor/inn/en	Zangl, Renate; Klarman, Lindsay; Thal, Donna; Fernald, Anne; Bates, Elizabeth
Titel	Dynamics of Word Comprehension in Infancy: Developments in Timing, Accuracy, and Resistance to Acoustic Degradation
Quelle	In: Journal of Cognition and Development, 6 (2005) 2, S.179-208 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Age Differences; Eye Movements; Word Recognition; Vocabulary Development; Listening Comprehension Tests; Young Children; Reaction Time; Time Factors (Learning); Auditory Stimuli + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Augenbewegung; Worterkennung; Wortschatzarbeit; Hörverstehensübung; Frühe Kindheit; Reaktionsvermögen; Auditive Stimulation
Abstract	Online comprehension of naturally spoken and perceptually degraded words was assessed in 95 children ages 12 to 31 months. The time course of word recognition was measured by monitoring eye movements as children looked at pictures while listening to familiar target words presented in unaltered, time-compressed, and low-pass-filtered forms. Success in word recognition varied with age and level of vocabulary development, and with the perceptual integrity of the word. Recognition was best overall for unaltered words, lower for time-compressed words, and significantly lower in low-pass-filtered words. Reaction times were fastest in compressed, followed by unaltered and filtered words. Results showed that children were able to recognize familiar words in challenging conditions and that productive vocabulary size was more sensitive than chronological age as a predictor of children's accuracy and speed in word recognition. (Contains 3 figures, 1 footnote and 3 tables.) (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