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Learning vocabulary and syntax with and without redundancy ...
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Adapting to children’s individual language proficiency:An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language
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Language in educational apps for pre-schoolers:A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech
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Receptive and expressive language ability differentially support symbolic understanding over time::Picture comprehension in late talking and typically developing children
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Selecting educational apps for preschool children:How useful are website app rating systems?
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Predicting vocabulary and grammar at 54 months from an AGL test at 17 months ...
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Caregivers use gesture contingently to support word learning
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The effect of orthographic systems on the developing reading system:Typological and computational analyses
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Learning vocabulary and grammar from cross-situational statistics
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The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax:Mixed effects models reveal local and global effects on acquisition
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Abstract:
First language acquisition is implicit, in that explicit information about the language structure to be learned is not provided to children. Instead, they must acquire both vocabulary and grammar incrementally, by generalizing across multiple situations that eventually enable links between words in utterances and referents in the environment to be established. However, this raises a problem of how vocabulary can be acquired without first knowing the role of the word within the syntax of a sentence. It also raises practical issues about the extent to which different instructional conditions – about grammar in advance of learning or feedback about correct decisions during learning – might influence second language acquisition of implicitly experienced information about the language. In an artificial language learning study, we studied participants learning language from inductive exposure, but under different instructional conditions. Language learners were exposed to complex utterances and complex scenes and had to determine the meaning and the grammar of the language from these co-occurrences with environmental scenes. We found that learning was boosted by explicit feedback, but not by explicit instruction about the grammar of the language, compared to an implicit learning condition. However, the effect of feedback was not general across all aspects of the language. Feedback improved vocabulary, but did not affect syntax learning. We further investigated the local, contextual effects on learning, and found that previous knowledge of vocabulary within an utterance improved learning but that this was driven only by certain grammatical categories in the language. The results have implications for theories of second language learning informed by our understanding of first language acquisition as well as practical implications for learning instruction and optimal, contingent adjustment of learners’ environment during their learning.
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URL: https://eprints.lancs.ac.uk/id/eprint/143355/3/monaghan_ruiz_rebuschat_20_slr.pdf https://eprints.lancs.ac.uk/id/eprint/143355/ https://doi.org/10.1177/0267658320927741
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The relationships between oral language and reading instruction: Evidence from a computational model of reading. ...
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Distinctions in the acquisition of vocabulary and grammar:An individual differences approach
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Exploring the “anchor word” effect in infants: Segmentation and categorisation of speech with and without high frequency words
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In: PLoS One (2020)
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Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development
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The relationships between oral language and reading instruction:Evidence from a computational model of reading
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The early cue catches the word: how gesture supports cross-situational word learning
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Non-adjacent dependency learning in infancy, and its link to language development.
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The relationships between oral language and reading instruction: Evidence from a computational model of reading.
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