2.5-Year-Olds’ Retention and Generalization of Novel Words across Short and Long Delays

Two experiments investigated two-year-olds’ retention and generalization of novel words across short and long time delays. Specifically, retention of newly learned words and generalization to novel exemplars or novel contexts were tested 1 min or 1 week after learning. Experiment 1 revealed successful retention as well as successful generalization to both new exemplars and new contexts after a one-minute delay, with no statistical differences between retention and generalization performance for either generalization type. Toddlers tested after a week delay (Experiment 2) showed successful retention and generalization as well, but while context generalization was statistically equivalent to retention accuracy, exemplar generalization was significantly lower than retention accuracy. The overall success in both retention and generalization suggests that toddlers’ newly learned words are robust and flexible. However, the lower exemplar generalization performance compared to retention after a weeklong delay suggests that novel words may become less flexible across exemplar characteristics over time

Remembering New Words: Integrating Early Memory Development into Word Learning

In order to successfully acquire a new word, young children must learn the correct associations between labels and their referents. For decades, word-learning researchers have explored how young children are able to form these associations. However, in addition to learning label-referent mappings, children must also remember them. Despite the importance of memory processes in forming a stable lexicon, there has been little integration of early memory research into the study of early word learning. After discussing what we know about how young children remember words over time, this paper reviews the infant memory development literature as it relates to early word learning, focusing on changes in retention duration, encoding, consolidation, and retrieval across the first 2 years of life. A third section applies this review to word learning and presents future directions, arguing that the integration of memory processes into the study of word learning will provide researchers with novel, useful insights into how young children acquire new words

The Ontogeny of Lexical Networks Toddlers Encode the Relationships Among Referents When Learning Novel Words

Although the semantic relationships among words have long been acknowledged as a crucial component of adult lexical knowledge, the ontogeny of lexical networks remains largely unstudied. To determine whether learners encode relationships among novel words, we trained 2-year-olds on four novel words that referred to four novel objects, which were grouped into two visually similar pairs. Participants then listened to repetitions of word pairs (in the absence of visual referents) that referred to objects that were either similar or dissimilar to each other. Toddlers listened significantly longer to word pairs referring to similar objects, which suggests that their representations of the novel words included knowledge about the similarity of the referents. A second experiment confirmed that toddlers can learn all four distinct words from the training regime, which suggests that the results from Experiment 1 reflected the successful encoding of referents. Together, these results show that toddlers encode the similarities among referents from their earliest exposures to new words

Toddlers Encode Similarities Among Novel Words from Meaningful Sentences

Toddlers can learn about the meanings of individual words from the structure and semantics of the sentences in which they are embedded. However, it remains unknown whether toddlers encode similarities among novel words based on their positions within sentences. In three experiments, two-year-olds listened to novel words embedded in familiar sentence frames. Some novel words consistently occurred in the subject position across sentences, and others in the object position across sentences. An auditory semantic task was used to test whether toddlers encoded similarities based on sentential position, for (a) pairs of novel words that occurred within the same sentence, and (b) pairs of novel words that occurred in the same position across sentences. The results suggest that while toddlers readily encoded similarity based on within-sentence occurrences, only toddlers with more advanced grammatical knowledge encoded the positional similarities of novel words across sentences. Moreover, the encoding of these cross-sentential relationships only occurred if the exposure sentences included a familiar verb. These studies suggest that the types of lexical relationships that toddlers learn depend on the child’s current level of language development, as well as the structure and meaning of the sentences surrounding the novel words

Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming

Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledge is difficult to study, in part because it is difficult to assess young children\u27s lexical semantic representations. In our studies, we solved this problem by investigating lexical semantic knowledge in 24-month-olds using the Head-turn Preference Procedure. In Experiment 1, looking times to a repeating spoken word stimulus (e.g., kitty-kitty-kitty) were shorter for trials preceded by a semantically related word (e.g., dog-dog-dog) than trials preceded by an unrelated word (e.g., juice-juice-juice). Experiment 2 yielded similar results using a method in which pairs of words were presented on the same trial. The studies provide evidence that young children activate of lexical semantic knowledge, and critically, that they do so in the absence of visual referents or sentence contexts. Auditory lexical priming is a promising technique for studying the development and structure of semantic knowledge in young children

Status of the GERDA experiment

The study of neutrinoless double beta (0nbb) decay is the only one presently known approach to the fundamental question if the neutrino is a Majorana particle, i.e. its own anti-particle. The observation of 0nbb decay would prove that lepton number is not conserved, establish that neutrino has a Majorana component and, assuming that light neutrino is the dominating process, provide a method for the determination of its effective mass. GERDA is a new 0nbb decay experiment which is currently taking data at the Laboratori Nazionali del Gran Sasso (LNGS) of INFN in Italy. It implements a new shielding concept by operating bare diodes made from Ge with enriched 76Ge in high purity liquid argon supplemented by a water shield. The aim of GERDA is to verify or refute the recent claim of discovery, and, in a second phase, to achieve a two orders of magnitude lower background index than past experiments, to increase the sensitive mass and to collect an exposure of 100 kg yr. The paper will discuss design, physics reach, and status of data taking of GERDA.JRC.D.4-Standards for Nuclear Safety, Security and Safeguard

The effect of the number of labeled objects on novel referent selection across short and long time delays

Children often hear many new words in one conversation, and yet word learning research overwhelmingly focuses on how children learn and retrieve the meanings of single words. The current experiment tests how the number of labeled objects affects preschoolers’ novel word referent selection immediately after encoding and after a one-week delay. Seventy 3- to 6-year-olds were exposed to four novel objects. Half of the participants were given novel labels for two of the objects and half were given novel labels for all four. Label-referent mapping was tested with a four alternative forced-choice pointing task both immediately after exposure and one week later. Children performed worse overall after a week delay, replicating past work on novel word retention. While children performed significantly worse overall in the Four-Label condition, exploratory analyses revealed that this effect was driven solely by the second test trial immediately after exposure. Analyses suggest that referent selection is strongly influenced by in-the-moment constraints, such as label salience and pragmatic biases, and that these constraints are strongest immediately after novel word exposure

Referent-oriented interactions in infancy: A naturalistic, longitudinal case study

Investigation of parent and infant cues to word referent using data from one part of the SAYcam dataset (videos can be found here: https://nyu.databrary.org/volume/564