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Names as early lexical candidates: H...

Mandel-Emer, Densie Roberta.

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Names as early lexical candidates: Helpful in language processing?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Names as early lexical candidates: Helpful in language processing?/
Author:	Mandel-Emer, Densie Roberta.
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-09, Section: B, page: 5947.
Contained By:	Dissertation Abstracts International57-09B.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9704913
ISBN:	9780591115574

Names as early lexical candidates: Helpful in language processing?
Mandel-Emer, Densie Roberta.

Names as early lexical candidates: Helpful in language processing? - 115 p.

Source: Dissertation Abstracts International, Volume: 57-09, Section: B, page: 5947.

Thesis (Ph.D.)--State University of New York at Buffalo, 1996.

Names are among the earliest words infants hear in their environments. Parents use infants' names to engage attention to new objects and events, encourage infants to perform particular activities, and teach infants new words. Yet, the role of names in the acquisition and processing of spoken language has received little attention in the literature on language learning. Mandel, Jusczyk, & Pisoni (1995) demonstrated that 4.5 month olds listened longer to their own names over other infants' names. Thus, infants begin to store information about frequently heard sound patterns early in the first year of life, which could be a first step toward building a lexicon.

ISBN: 9780591115574Subjects--Topical Terms:

1018079
Language, Linguistics.

Names as early lexical candidates: Helpful in language processing?
LDR:03108nam 2200325 a 45 001 970176
005 20110921
008 110921s1996 eng d
020 $a 9780591115574
035 $a (UMI)AAI9704913
035 $a AAI9704913
040 $a UMI $c UMI
100 1 $a Mandel-Emer, Densie Roberta. $3 1294222
245 1 0 $a Names as early lexical candidates: Helpful in language processing?
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-09, Section: B, page: 5947.
500 $a Supervisor: W. Jusczyk.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 1996.
520 $a Names are among the earliest words infants hear in their environments. Parents use infants' names to engage attention to new objects and events, encourage infants to perform particular activities, and teach infants new words. Yet, the role of names in the acquisition and processing of spoken language has received little attention in the literature on language learning. Mandel, Jusczyk, & Pisoni (1995) demonstrated that 4.5 month olds listened longer to their own names over other infants' names. Thus, infants begin to store information about frequently heard sound patterns early in the first year of life, which could be a first step toward building a lexicon.
520 $a The studies presented here explored the hypothesis that names, by virtue of their early entry into the lexicon, provide some benefits in language processing and word learning. Specifically, five studies were conducted. Two studies examined the nature of name representations in 6 month olds. Experiment 1 tested whether 6 month olds could detect their names in context, despite the fact that segmentation of content words does not come on-line until approximately 7.5 months (Jusczyk & Aslin, 1995). Experiment 2 examined the segmental specificity of name representations. Experiments 3, 4, & 5 explored the possibility that names help 7.5 month olds achieve language processing feats that have been shown to be otherwise difficult for them. Specifically, we explored the potential use of names in segmentation from noisy context, encoding of novel words, and resistance to interference.
520 $a Results were mixed. Six month olds can detect their names in context with priming, but not other words. In addition, results suggested that infants' name representations may generalize by 6 months, incorporating variations on standard forms. Results with 7.5 month olds were less clear. There was no evidence that names helped infants segment new items or better encode new words. In addition, the processing of names was not more resistant to interference than other words. Implications of these results are discussed with respect to experimental design, and current issues in language acquisition.
590 $a School code: 0656.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Experimental. $3 517106
690 $a 0290
690 $a 0620
690 $a 0623
690 $a 0633
710 2 0 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertation Abstracts International $g 57-09B.
790 $a 0656
790 1 0 $a Jusczyk, W., $e advisor
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9704913