Shovels and Swords: How realistic and fantastical themes affect children's word learning

Cataloged from PDF version of article.Research has shown that storybooks and play sessions help preschool children learn vocabulary, thereby benefiting their language and school readiness skills. But the kind of content that leads to optimal vocabulary learning – realistic or fantastical – remains largely unexplored. We investigate this issue as part of a large-scale study of vocabulary learning in low-income classrooms. Preschoolers (N = 154) learned 20 new words over the course of a two-week intervention. These words were taught using either realistic (e.g., farms) or fantastical (e.g., dragons) storybooks and toys. Children learned the new words in both conditions, and their comprehension knowledge did not differ across conditions. However, children who engaged in stories and play with a fantastical theme showed significantly greater gains in their production knowledge. Reasons for and implications of this result are discussed

Beyond Counting Words: A paradigm Shift for the Study of Language Acquisition

The 30-million-word gap, the quantified difference in the amount of speech that children growing up in low-resourced homes hear compared to their peers from high-resourced homes, is a phrase that has entered the collective consciousness. In the discussion of quantity, the complex and nuanced environments in which children learn language were distilled into a singular metric—number of words. In this article, we propose examining children’s language environments by focusing on what caregivers communicate to children and how they communicate it. Focusing on the features of the language environment promotes a more inclusive approach to understanding how children learn and the diverse contexts in which that learning occurs

Stochastic Dynamics of Lexicon Learning in an Uncertain and Nonuniform World

We study the time taken by a language learner to correctly identify the meaning of all words in a lexicon under conditions where many plausible meanings can be inferred whenever a word is uttered. We show that the most basic form of cross-situational learning - whereby information from multiple episodes is combined to eliminate incorrect meanings - can perform badly when words are learned independently and meanings are drawn from a nonuniform distribution. If learners further assume that no two words share a common meaning, we find a phase transition between a maximally-efficient learning regime, where the learning time is reduced to the shortest it can possibly be, and a partially-efficient regime where incorrect candidate meanings for words persist at late times. We obtain exact results for the word-learning process through an equivalence to a statistical mechanical problem of enumerating loops in the space of word-meaning mappings.Comment: 7 pages, 3 figures. Version 2 contains additional discussion and will appear in Phys. Rev. Let

Chimpanzees modify intentional gestures to coordinate a search for hidden food

Humans routinely communicate to coordinate their activities, persisting and elaborating signals to pursue goals that cannot be accomplished individually. Communicative persistence is associated with complex cognitive skills such as intentionality, because interactants modify their communication in response to another's understanding of their meaning. Here we show that two language-trained chimpanzees effectively use intentional gestures to coordinate with an experimentally naive human to retrieve hidden food, providing some of the most compelling evidence to date for the role of communicative flexibility in successful coordination in nonhumans. Both chimpanzees (named Panzee and Sherman) increase the rate of nonindicative gestures when the experimenter approaches the location of the hidden food. Panzee also elaborates her gestures in relation to the experimenter's pointing, which enables her to find food more effectively than Sherman. Communicative persistence facilitates effective communication during behavioural coordination and is likely to have been important in shaping language evolution

Beyond the Bayley: Neurocognitive Assessments of Development During Infancy and Toddlerhood

The use of global, standardized instruments is conventional among clinicians and researchers interested in assessing neurocognitive development. Exclusively relying on these tests for evaluating effects may underestimate or miss specific effects on early cognition. The goal of this review is to identify alternative measures for possible inclusion in future clinical trials and interventions evaluating early neurocognitive development. The domains included for consideration are attention, memory, executive function, language and socio-emotional development. Although domain-based tests are limited, as psychometric properties have not yet been well-established, this review includes tasks and paradigms that have been reliably used across various developmental psychology laboratories

Using distributional statistics to acquire morphophonological alternations: evidence from production and perception

Morphophonological alternations, such as the voicing alternation that arises in a morphological paradigm due to final-devoicing in Dutch, are notoriously difficult for children to acquire. This has previously been attributed to their unpredictability. In fact, the presence or absence of a voicing alternation is partly predictable if the phonological context of the word is taken into account, and adults have been shown to use this information (Ernestus and Baayen, 2003). This study investigates whether voicing alternations are predictable from the child’s input, and whether children can make use of this information. A corpus study of child-directed speech establishes that the likelihood of a stem-final obstruent alternating is somewhat predictable on the basis of the phonological properties of the stem. In Experiment 1 Dutch 3-year-olds’ production accuracy in a plural-elicitation task is shown to be sensitive to the distributional statistics. However, distributional properties do not play a role in children’s sensitivity to mispronunciations of voicing in a Preferential Looking Task in Experiment 2

The Novel Object and Unusual Name (NOUN) database: a collection of novel images for use in experimental research

Many experimental research designs require images of novel objects. Here we introduce the Novel Object and Unusual Name (NOUN) Database. This database contains 64 primary novel object images and additional novel exemplars for ten basic- and nine global-level object categories. The objects’ novelty was confirmed by both self-report and a lack of consensus on questions that required participants to name and identify the objects. We also found that object novelty correlated with qualifying naming responses pertaining to the objects’ colors. Results from a similarity sorting task (and subsequent multidimensional scaling analysis on the similarity ratings) demonstrated that the objects are complex and distinct entities that vary along several featural dimensions beyond simply shape and color. A final experiment confirmed that additional item exemplars comprise both sub- and superordinate categories. These images may be useful in a variety of settings, particularly for developmental psychology and other research in language, categorization, perception, visual memory and related domains

Stem similarity modulates infants' acquisition of phonological alternations

Phonemes have variant pronunciations depending on context. For instance, in American English, the [t] in pat [pæt] and the [d] in pad [pæd] are both realized with a tap [ɾ] when the –ing suffix is attached, [pæɾɪŋ]. We show that despite greater distributional and acoustic support for the [t]-tap alternation, 12-month-olds successfully relate taps to stems with a perceptually-similar final [d], not the dissimilar final-[t]. Thus, distributional learning of phonological alternations is constrained by infants' preference for the alternation of perceptually-similar segments. Further, the ability to relate variant surface forms emerges between 8- and 12-months. Our findings of biased learning provide further empirical support for a role for perceptual similarity in the acquisition of linguistically-relevant categories. We discuss the implications of our findings for phonological theory, language acquisition and models of the mental lexicon

The use of airborne laser scanning to develop a pixel-based stratification for a verified carbon offset project

Background The voluntary carbon market is a new and growing market that is increasingly important to consider in managing forestland. Monitoring, reporting, and verifying carbon stocks and fluxes at a project level is the single largest direct cost of a forest carbon offset project. There are now many methods for estimating forest stocks with high accuracy that use both Airborne Laser Scanning (ALS) and high-resolution optical remote sensing data. However, many of these methods are not appropriate for use under existing carbon offset standards and most have not been field tested. Results This paper presents a pixel-based forest stratification method that uses both ALS and optical remote sensing data to optimally partition the variability across an ~10,000 ha forest ownership in Mendocino County, CA, USA. This new stratification approach improved the accuracy of the forest inventory, reduced the cost of field-based inventory, and provides a powerful tool for future management planning. This approach also details a method of determining the optimum pixel size to best partition a forest. Conclusions The use of ALS and optical remote sensing data can help reduce the cost of field inventory and can help to locate areas that need the most intensive inventory effort. This pixel-based stratification method may provide a cost-effective approach to reducing inventory costs over larger areas when the remote sensing data acquisition costs can be kept low on a per acre basis