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Related Concept Videos

Language Development01:22

Language Development

782
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
782
Mnemonic Devices01:23

Mnemonic Devices

349
Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
349
Components of Language01:24

Components of Language

701
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
701
Tip-of-the-Tongue Phenomenon01:10

Tip-of-the-Tongue Phenomenon

444
The tip-of-the-tongue (TOT) phenomenon is a cognitive experience characterized by a temporary inability to retrieve specific information from memory despite having a strong feeling of knowing the information. Although individuals cannot access the target word or detail, they frequently recall related elements, such as its initial letter, syllable count, or context. This partial retrieval often causes frustration, as one might recognize a familiar face or know that a name starts with a specific...
444
Purposive Learning01:22

Purposive Learning

395
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
395
Language and Cognition01:27

Language and Cognition

667
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
667

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Fast mapping skills in the developing lexicon.

Lisa Gershkoff-Stowe1, Erin R Hahn

  • 1Department of Speech and Hearing Sciences, Indiana University, 200 South Jordan Avenue, Bloomington, IN 47405, USA. gershkof@indiana.edu

Journal of Speech, Language, and Hearing Research : JSLHR
|June 1, 2007
PubMed
Summary
This summary is machine-generated.

Practice with new words helps young children learn more words faster. This study shows that early vocabulary development involves refining the word system for better access to information.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Child Language Acquisition

Background:

  • Early vocabulary acquisition is crucial for cognitive development.
  • Understanding the mechanisms of word learning in toddlers is essential.
  • Fast mapping skills are key to rapid word learning in young children.

Purpose of the Study:

  • To investigate the impact of practice on word accessibility in lexical memory.
  • To examine fast mapping skills in typically developing children aged 16-18 months.
  • To explore how repeated exposure to words influences subsequent word learning.

Main Methods:

  • A longitudinal study involving 8 children aged 16-18 months.
  • Children received 12 weekly training sessions, with varying practice on new words.
  • A control group, matched for vocabulary, was exposed to words only at the first and last sessions.

Main Results:

  • Extended practice with high-practice words facilitated rapid acquisition of low-practice words in the experimental group.
  • Children with varied word practice demonstrated a lexical advantage over the control group.
  • The control group did not exhibit the same accelerated learning of new words.

Conclusions:

  • Learning some words appears to prime the lexical system for acquiring more words.
  • Vocabulary development can be viewed as a continuous refinement of the lexical system.
  • Findings have implications for interventions for children experiencing word-finding difficulties.