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• W2766641317 abstract "Learning Novel Neighbors: Distributed mappings help children and connectionist models. Rochelle Newman (rnewman@hesp.umd.edu) Dept. of Hearing & Speech Sciences, and Program in Neuroscience & Cognitive Science, Univ. of MD, 0100 Lefrak Hall College Park, MD 20742 Larissa Samuelson (larissa-samuelson@uiowa.edu) Prahlad Gupta (prahlad-gupta@uiowa.edu) Department of Psychology, and Iowa Center for Developmental and Learning Sciences University of Iowa, E11 Seashore Hall Iowa City, IA 52242 USA Abstract already knew the name for a conceptually-similar referent. They argued that children find it easier to learn a word when they already have a contrastive referent in memory. Both of these prior studies suggest that prior semantic knowledge can influence the ease with which children learn new words. The current study examines whether early word learning is also aided by similarity between known entries at the phonemic level. The current study examines whether a word that is phonologically similar to more words the child already knows is easier to acquire than a word that is unlike other words. Children aged 20 and 24 months were taught two new words: “wat,” which is similar to many words children already know, and “fowk,” which is not. Learning of the novel words corresponded to neighborhood density in the individual child’s vocabulary. We also examined the influence of prior semantic knowledge on the acquisition of novel words in a connectionist network. Together with the empirical data, this model provides novel insights into how similarity at the phonemic level influences acquisition of semantics. The role of neighborhoods on word learning Keywords: word-learning; lexical neighborhoods; connectionist modeling Introduction A great deal of research has investigated factors that might influence toddler’s rapid word learning. The current study explores how children’s developing knowledge of word forms might influence their acquisition of new words. In particular, we examine whether a word that is similar to several words the child already knows (that is, a word that has a dense lexical neighborhood), is easier to acquire than a word that is similar to fewer already-known words. Below, we discuss prior research suggesting that vocabulary knowledge influences word learning, review what is known about lexical neighborhoods, and suggest how neighborhood properties could influence lexical acquisition. The effect of prior knowledge on word learning The extensive body of research on early word learning suggests that young children take advantage of many sources of information when acquiring a new word, including the structure of the vocabulary they’ve learned previously. For example, children who have been exposed to a training vocabulary dominated by names for solid things in categories organized by shape develop a precocious bias to attend to shape in word learning tasks, and demonstrate accelerations in later vocabulary development (Samuelson, 2002). Thus, similarity between known entries at the semantic level (count nouns that name solid things in categories organized by shape) can help children learn more words. Similarly, Tomasello, Mannle and Werdenschlag (1988) reported that children were better able to learn a new word when they According to the Neighborhood Activation Model (Luce & Pisoni, 1998), words in the phonological lexicon are organized according to their phonological similarity to other words. For example, the word “cat” is located in a dense neighborhood, as it is similar to many other English words (bat, cot, and cap, among others), whereas “vogue” is located in a sparse neighborhood (being similar to only four words: rogue, vague, vote, and vole). These storage differences can affect how easily those words are accessed (Luce & Pisoni, 1998). It is possible that such differences might also influence learning of new words. There are multiple ways lexical neighborhoods could influence word-learning. Neighbors could influence the creation of a semantic representation, the creation of a word-form representation, or the linkages between the two (see Storkel, 2004). Neighbors could have effects on perception (children might mishear an unknown word as being its well-known neighbor), attention (a word with more neighbors may sound more “English-like”, attracting attention; see Jusczyk, Luce & Charles-Luce, 1994), memory (a word with more neighbors might be easier to remember upon first hearing; e.g., Roodenrys et al., 2002), or might be easier to access for production e.g., Newman & German, 2002, 2005). Phonological neighbors could also provide contrastive representations, as noted by Tomasello et al. (1988). Thus, neighborhood density could theoretically influence acquisition of a novel name at several different stages of processing— from perception of the novel form to formation of a conceptual representation of the word’s meaning. Three studies have examined the effect of phonotactic probability on lexical acquisition. Phonotactic probability" @default.
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• W2766641317 date "2008-01-01" @default.
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• W2766641317 title "Learning Novel Neighbors: Distributed mappings help children and connectionist models - eScholarship" @default.
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