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Lexical access speed and the development of phonological recoding during immediate serial recall
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Cross-situational learning of phonologically overlapping words across degrees of ambiguity
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Statistics learned are statistics forgotten: Children’s retention and retrieval of cross-situational word learning
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Infants Encode Phonetic Detail during Cross-Situational Word Learning
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Remember dax? Relations between children’s cross-situational word learning, memory, and language abilities
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Infants encode phonetic detail during cross-situational word learning
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Cross-situational learning of minimal word pairs
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Abstract:
Cross-situational statistical learning of words involves tracking co-occurrences of auditory words and objects across time to infer word-referent mappings. Previous research has demonstrated that learners can infer referents across sets of very phonologically distinct words (e.g., WUG, DAX), but it remains unknown whether learners can encode fine phonological differences during cross-situational statistical learning. This study examined learners’ cross-situational statistical learning of minimal pairs that differed on one consonant segment (e.g., BON–TON), minimal pairs that differed on one vowel segment (e.g., DEET–DIT), and non-minimal pairs that differed on two or three segments (e.g., BON–DEET). Learners performed above chance for all pairs, but performed worse on vowel minimal pairs than on consonant minimal pairs or non-minimal pairs. These findings demonstrate that learners can encode fine phonetic detail while tracking word-referent co-occurrence probabilities, but they suggest that phonological encoding may be weaker for vowels than for consonants.
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Keyword:
cross-situational; language acquisition; pairs; phonetics; statistical learning; words; XXXXXX - Unknown
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URL: http://handle.uws.edu.au:8081/1959.7/uws:34749 https://doi.org/10.1111/cogs.12243
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Retrieval dynamics and retention in cross-situational statistical word learning.
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In: Cognitive science, vol 38, iss 4 (2014)
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Cross-Situational Statistical Learning of Phonologically Overlapping Words
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In: Escudero, Paola; Mulak, Karen; & Vlach, Haley. (2013). Cross-Situational Statistical Learning of Phonologically Overlapping Words. Proceedings of the Cognitive Science Society, 35(35). Retrieved from: http://www.escholarship.org/uc/item/9z1576d9 (2013)
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Memory constraints on infants’ cross-situational statistical learning
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Cross-situational statistical learning of phonologically overlapping words
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Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words.
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In: Frontiers in psychology, vol 3, iss FEB (2012)
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Fast Mapping Across Time: Memory Processes Support Children’s Retention of Learned Words
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At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization
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