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Related Concept Videos

Language Development01:22

Language Development

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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...
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Language and Cognition01:27

Language and Cognition

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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.
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
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Associative Learning01:27

Associative Learning

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Related Experiment Video

Updated: Nov 8, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Toddlers' Ability to Leverage Statistical Information to Support Word Learning.

Erica M Ellis1, Arielle Borovsky2, Jeffrey L Elman3,4

  • 1Department of Communication Disorders, California State University, Los Angeles, Los Angeles, CA, United States.

Frontiers in Psychology
|April 26, 2021
PubMed
Summary
This summary is machine-generated.

Toddlers

Keywords:
individual differenceslanguage developmentstatistical word segmentationvocabularyword learning

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Early vocabulary acquisition is crucial for cognitive and linguistic development.
  • Statistical learning from speech is a proposed mechanism for word segmentation in infants.
  • Understanding factors predicting vocabulary growth informs early intervention strategies.

Purpose of the Study:

  • To investigate if 18-month-olds' ability to segment words from fluent speech predicts their vocabulary size at 18 and 24 months.
  • To determine if mapping segmented words to meaning influences later vocabulary development.
  • To examine the predictive power of statistical learning on vocabulary acquisition, controlling for other factors.

Main Methods:

  • Forty-seven 18-month-olds were exposed to an artificial language with statistical regularities.
  • An object-label learning task using eye-tracking (looking-while-listening) measured learning.
  • Parental vocabulary questionnaires were administered at 18 and 24 months.

Main Results:

  • The ability to learn word-meaning pairings after statistical learning predicted vocabulary at 24 months.
  • This predictive ability was independent of non-verbal cognitive ability and socioeconomic status.
  • Statistical learning significantly predicted vocabulary change between 18 and 24 months.

Conclusions:

  • Eighteen-month-olds' statistical word segmentation and mapping skills predict vocabulary size and growth.
  • These findings support the role of statistical learning in word learning and vocabulary acquisition.
  • Early statistical learning abilities are foundational for later language development in toddlers.