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Asymmetrical Effects of Language Mixing in Bilingual Children’s Word Learning [PDF]

Behavioral Sciences
Language mixing is a common feature of bilingual environments, yet its effects on bilingual children’s word learning remain inconsistent across studies. The present study examined how language mixing affects novel word learning in 3- to 4-year-old Korean–
Minjeong Kang, Youngon Choi
doaj   +2 more sources

Psychological and Electrophysiological Correlates of Word Learning Success [PDF]

Psychology in Russia: State of Art, 2021
Background. A rich vocabulary supports human achievements in socio-economic activities, education, and communication. It is therefore important to clarify the nature of language acquisition as a complex multidimensional process.
Nadezhda A. Mkrtychian, Svetlana N. Kostromina, Daria S. Gnedykh, Diana M. Tsvetova, Evgeny D. Blagovechtchenski, Yury Y. Shtyrov   +5 more
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Can learning new words in auditory modality lead to rapid cortical plasticity in adults [PDF]

Современная зарубежная психология, 2020
A stable relation between words and referent objects or events underlies human language. One of the most fundamental questions is how brain processes new words in order to form new lexical items.
Razorenova A.M., Skavronskaya V.V., Tyulenev N.B., Rytikova A.M., Chernyshev B.V.   +4 more
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Electrophysiological Evidence of Dissociation Between Explicit Encoding and Fast Mapping of Novel Spoken Words

Frontiers in Psychology, 2021
Existing behavioral, neuropsychological and functional neuroimaging data suggest that at least two major cognitive strategies are used for new word learning: fast mapping (FM) via context-dependent inference and explicit encoding (EE) via direct ...
Yury Shtyrov, Yury Shtyrov, Margarita Filippova, Margarita Filippova, Evgeni Blagovechtchenski, Alexander Kirsanov, Elizaveta Nikiforova, Olga Shcherbakova, Olga Shcherbakova   +8 more
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Sign learning of hearing children in inclusive day care centers—does iconicity matter?

Frontiers in Psychology, 2023
An increasing number of experimental studies suggest that signs and gestures can scaffold vocabulary learning for children with and without special educational needs and/or disabilities (SEND).
Madlen Goppelt-Kunkel, Anna-Lena Stroh, Anna-Lena Stroh, Barbara Hänel-Faulhaber   +3 more
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Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after Six Months

Frontiers in Psychology, 2016
Research on word learning has focused on children’s ability to identify a target object when given the word form after a minimal number of exposures to novel word-object pairings.
Katherine Ruth Gordon, Karla K McGregor, Brigitte Waldier, Maura Curran, Rebecca L Gomez, Larissa K Samuelson   +5 more
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Context Influences Conscious Appraisal of Cross Situational Statistical Learning

Frontiers in Psychology, 2014
Previous research in cross-situational statistical learning has established that people can track statistical information across streams in order to map nonce words to their referent objects (Yu & Smith, 2007).
Timothy J Poepsel, Daniel J Weiss
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Investigating the effect of synchronized movement on toddlers’ word learning

Frontiers in Psychology, 2022
The effect of interpersonal behavioral synchrony on children’s behavior is an emerging field rich with research potential. While studies demonstrate its effect on affiliative and prosocial outcomes, the role of synchronized movement on children’s ...
Marina Bazhydai, Han Ke, Hannah Thomas, Malcolm K. Y. Wong, Gert Westermann   +4 more
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Constraints on Tone Sensitivity in Novel Word Learning by Monolingual and Bilingual Infants: Tone Properties Are More Influential than Tone Familiarity

Frontiers in Psychology, 2018
This study compared tone sensitivity in monolingual and bilingual infants in a novel word learning task. Tone language learning infants (Experiment 1, Mandarin monolingual; Experiment 2, Mandarin-English bilingual) were tested with Mandarin (native) or ...
Denis Burnham, Leher Singh, Karen Mattock, Karen Mattock, Pei J. Woo, Marina Kalashnikova   +5 more
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15-month-old infants fast map words but not representational gestures of multimodal labels

Frontiers in Psychology, 2012
This study investigated whether 15-month-old infants fast map multimodal labels, and, when given the choice of two modalities, whether they preferentially fast map one better than the other.
Daniel ePuccini, Ulf eLiszkowski, Ulf eLiszkowski   +2 more
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