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Input Variability and Word Learning in Children with Different Language Abilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Input Variability and Word Learning in Children with Different Language Abilities./
作者:	Crespo, Kimberly A.
面頁冊數:	1 online resource (151 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
標題:	Developmental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29209055click for full text (PQDT)
ISBN:	9798438740346

Input Variability and Word Learning in Children with Different Language Abilities.
Crespo, Kimberly A.

Input Variability and Word Learning in Children with Different Language Abilities. - 1 online resource (151 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2022.

Includes bibliographical references

Cross-situational statistical word learning (XSWL) - the ability to learn words by tracking co-occurrence statistics of words and their referents over time - is a fundamental mechanism underlying lexical acquisition. The current dissertation examined the effects of input variability on XSWL performance in children with diverse language abilities. Across three experiments, children learned novel word-referent mappings from multiple exemplar and multiple speaker input in XSWL tasks. Experiment 1 examined the separate and combined effects of exemplar and speaker variability on XSWL performance in typically developing monolingual English-speaking children. Results showed that variability within a single dimension (i.e., exemplars or speakers) did not facilitate nor hinder children's XWSL performance. However, variability in multiple dimensions (i.e., exemplars and speakers) hindered word-learning in monolinguals. Experiment 2 compared XSWL performance in Spanish-English bilingual children and English-monolingual children under different variability conditions. In line with findings from Experiment 1, variability in a single dimension (i.e., exemplars or speakers) did not influence children's XSWL performance. However, results revealed bilingual word-learning advantages in conditions that varied in multiple dimensions (i.e., exemplars and speakers). Overall, bilinguals were more likely to learn word-referent associations than monolinguals when variability was present in the input. Experiment 3 examined the role of language ability and length of bilingual experience in XSWL performance under low and high variability conditions in Spanish-English bilingual children. Results demonstrated graded effects of language ability and bilingual experience on XSWL performance under conditions of increased variability. When the input varied in multiple dimensions (i.e., exemplars and speakers), word-learning performance significantly decreased as children's language skills decreased and length of bilingual experience decreased. Together, findings from this dissertation suggest that children can learn and generalize word-referent associations from input that varies in exemplars and speakers. However, accommodating multiple dimensions of variable input (a common occurrence in natural language environments) may have distinct consequences for word-learning outcomes depending on children's language abilities. Results from the current work may inform future research and clinical approaches focusing on how best to structure language input to optimize language outcomes for all children.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438740346Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

BilingualismIndex Terms--Genre/Form:

542853
Electronic books.

Input Variability and Word Learning in Children with Different Language Abilities.
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