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Too Much of a Good Thing: How Novelty Biases and Vocabulary Influence Known and Novel Referent Selection in 18-Month-Old Children and Associative Learning Models

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Title: Too Much of a Good Thing: How Novelty Biases and Vocabulary Influence Known and Novel Referent Selection in 18-Month-Old Children and Associative Learning Models
Language: English
Authors: Kucker, Sarah C., McMurray, Bob, Samuelson, Larissa K.
Source: Cognitive Science. May 2018 42(2):463-493.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 31
Publication Date: 2018
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Contract Number: R01HD045713
Document Type: Journal Articles
Reports - Research
Descriptors: Infants, Associative Learning, Vocabulary, Novelty (Stimulus Dimension), Models, Bias
DOI: 10.1111/cogs.12610
ISSN: 0364-0213
Abstract: Identifying the referent of novel words is a complex process that young children do with relative ease. When given multiple objects along with a novel word, children select the most novel item, sometimes retaining the word-referent link. Prior work is inconsistent, however, on the role of object novelty. Two experiments examine 18-month-old children's performance on referent selection and retention with novel and known words. The results reveal a pervasive novelty bias on referent selection with both known and novel names and, across individual children, a negative correlation between attention to novelty and retention of new word-referent links. A computational model examines possible sources of the bias, suggesting novelty supports in-the-moment behavior but not retention. Together, results suggest that when lexical knowledge is weak, attention to novelty drives behavior, but alone does not sustain learning. Importantly, the results demonstrate that word learning may be driven, in part, by low-level perceptual processes.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1180828
Database: ERIC
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  Data: Too Much of a Good Thing: How Novelty Biases and Vocabulary Influence Known and Novel Referent Selection in 18-Month-Old Children and Associative Learning Models
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  Data: <searchLink fieldCode="AR" term="%22Kucker%2C+Sarah+C%2E%22">Kucker, Sarah C.</searchLink><br /><searchLink fieldCode="AR" term="%22McMurray%2C+Bob%22">McMurray, Bob</searchLink><br /><searchLink fieldCode="AR" term="%22Samuelson%2C+Larissa+K%2E%22">Samuelson, Larissa K.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Cognitive+Science%22"><i>Cognitive Science</i></searchLink>. May 2018 42(2):463-493.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: 31
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
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  Data: <searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Associative+Learning%22">Associative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Novelty+%28Stimulus+Dimension%29%22">Novelty (Stimulus Dimension)</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink>
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  Data: Identifying the referent of novel words is a complex process that young children do with relative ease. When given multiple objects along with a novel word, children select the most novel item, sometimes retaining the word-referent link. Prior work is inconsistent, however, on the role of object novelty. Two experiments examine 18-month-old children's performance on referent selection and retention with novel and known words. The results reveal a pervasive novelty bias on referent selection with both known and novel names and, across individual children, a negative correlation between attention to novelty and retention of new word-referent links. A computational model examines possible sources of the bias, suggesting novelty supports in-the-moment behavior but not retention. Together, results suggest that when lexical knowledge is weak, attention to novelty drives behavior, but alone does not sustain learning. Importantly, the results demonstrate that word learning may be driven, in part, by low-level perceptual processes.
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