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Dynamic Noun Generalization: Moment-to-Moment Interactions Shape Children's Naming Biases

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Title: Dynamic Noun Generalization: Moment-to-Moment Interactions Shape Children's Naming Biases
Language: English
Authors: Samuelson, Larissa K., Horst, Jessica S.
Source: Infancy. Feb 2007 11(1):97-110.
Availability: Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Descriptors: Stimuli, Nouns, Prior Learning, Vocabulary Development, Toddlers, Task Analysis, Bias, Prediction, Language Acquisition, Behavior, Learning Processes, Training
Assessment and Survey Identifiers: MacArthur Communicative Development Inventory
DOI: 10.1080/15250000709336872
ISSN: 1525-0008
Abstract: Recent research on early word learning suggests that children's behavior when-generalizing novel nouns integrates their prior vocabulary knowledge with the specifics of the task. This study examines how these factors interact on the moment-to-moment time scale of the training children receive and the sequence of stimuli they are shown. In 1 condition, we used a combination of training and stimulus factors predicted to produce a bias to generalize nouns by shape similarity. We then reduced this shape bias and amplified a bias to generalize nouns by material similarity via manipulations of training and stimuli across 3 other conditions. Additional analyses suggest that children's generalizations on individual trials are influenced by what they have seen and done on previous trials. These results highlight the importance of the task and stimuli in bringing children's prior knowledge to bear in early word learning. (Contains 1 table and 3 figures.)
Abstractor: As Provided
Number of References: 20
Entry Date: 2009
Accession Number: EJ828319
Database: ERIC
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  Data: Dynamic Noun Generalization: Moment-to-Moment Interactions Shape Children's Naming Biases
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  Data: <searchLink fieldCode="SO" term="%22Infancy%22"><i>Infancy</i></searchLink>. Feb 2007 11(1):97-110.
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  Data: Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Recent research on early word learning suggests that children's behavior when-generalizing novel nouns integrates their prior vocabulary knowledge with the specifics of the task. This study examines how these factors interact on the moment-to-moment time scale of the training children receive and the sequence of stimuli they are shown. In 1 condition, we used a combination of training and stimulus factors predicted to produce a bias to generalize nouns by shape similarity. We then reduced this shape bias and amplified a bias to generalize nouns by material similarity via manipulations of training and stimuli across 3 other conditions. Additional analyses suggest that children's generalizations on individual trials are influenced by what they have seen and done on previous trials. These results highlight the importance of the task and stimuli in bringing children's prior knowledge to bear in early word learning. (Contains 1 table and 3 figures.)
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