A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children

Autor/inn/en	Hoover, Jill R.; Storkel, Holly L.; Hogan, Tiffany P.
Titel	A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children
Quelle	In: Journal of Memory and Language, 63 (2010) 1, S.100-116 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-596X
DOI	10.1016/j.jml.2010.02.003
Schlagwörter	Neighborhoods; Preschool Children; Probability; Language Acquisition; Case Studies; Comparative Analysis; Vocabulary Development; Retention (Psychology); Measures (Individuals); Phonology + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Sprachaneignung; Spracherwerb; Case study; Fallstudie; Case Study; Wortschatzarbeit; Merkfähigkeit; Messdaten; Fonologie
Abstract	Two experiments examined the effects of phonotactic probability and neighborhood density on word learning by 3-, 4-, and 5-year-old children. Nonwords orthogonally varying in probability and density were taught with learning and retention measured via picture naming. Experiment 1 used a within story probability/across story density exposure context. Experiment 2 used an across story probability/within story density exposure context. Results showed that probability and density interacted to create optimal learning conditions. Specifically, rare/sparse sound sequences appeared to facilitate triggering of word learning. In contrast, the optimal convergence for lexical configuration and engagement was dependent on exposure context. In particular, common sound sequences and dense neighborhoods were optimal when density was manipulated across stories, whereas rare sound sequences and sparse neighborhoods were optimal when density was manipulated within a story. Taken together, children's phonological and lexical representations were hypothesized to be interdependent on one another resulting in a convergence of form characteristics for optimal word learning. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10