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Towards a precision science of word learning: Understanding individual vocabulary pathways
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Abstract:
Toddlers vary widely in the rate at which they develop vocabulary. This variation predicts later language development and school success at the group level; however, we cannot determine which children with slower vocabulary development in the second year will continue to have difficulty. In this article, I argue that this is because we lack theoretical understanding of how multiple processes operate as a system to create individual children’s pathways to word learning. I discuss the difficulties children face when learning even a single concrete noun, the multiple general cognitive processes that support word learning, and some evidence of rapid development in the second year. I present work toward a formal model of the word learning system and how this system changes over time. The long-term goal of this work is to understand how individual children’s strengths and weaknesses create unique vocabulary pathways, and to enable us to predict outcomes and identify effective interventions.
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URL: https://doi.org/10.1111/cdep.12408 https://ueaeprints.uea.ac.uk/id/eprint/79455/ https://ueaeprints.uea.ac.uk/id/eprint/79455/7/cdep.12408.pdf
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Sometimes it is better to know less: How known words influence referent selection and retention in 18 to 24-month-old children
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Sometimes it is better to know less: How known words influence referent selection and retention in 18 to 24-month-old children
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In: J Exp Child Psychol (2019)
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Too Much of a Good Thing: How Novelty Biases and Vocabulary Influence Known and Novel Referent Selection in 18‐Month‐Old Children and Associative Learning Models
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Moving word learning to a novel space: A dynamic systems view of referent selection and retention
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Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months
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Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months
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Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention
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Slowing down fast mapping:Redefining the dynamics of word learning
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Non-Bayesian noun generalization in 3- to 5-year-old children:Probing the role of prior knowledge in the suspicious coincidence effect
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Non-Bayesian noun generalization in 3- to 5-year-old children: Probing the role of prior knowledge in the suspicious coincidence effect
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Highchair philosophers:The impact of seating context-dependent exploration on children's naming biases
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Highchair philosophers: the impact of seating context-dependent exploration on children’s naming biases
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Pushing the Envelope of Associative Learning:Internal Representations and Dynamic Competition Transform Association into Development
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Word learning emerges from the interaction of online referent selection and slow associative learning
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Word learning emerges from the interaction of online referent selection and slow associative learning
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