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Cognitive influences in language evolution:Psycholinguistic predictors of loan word borrowing
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Quantity and Diversity of Pre-Literacy Language Exposure Both Affect Literacy Development:Evidence from a Computational Model of Reading
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Abstract:
Diversity of vocabulary knowledge and quantity of language exposure prior to literacy are key predictors of reading development. However, diversity and quantity of exposure are difficult to distinguish in behavioural studies, and so the causal relations with literacy are not well known. We tested these relations by training a connectionist triangle model of reading that learned to map between semantic, phonological, and, later, orthographic forms of words. The model first learned to map between phonology and semantics, where we manipulated the quantity and diversity of this preliterate language experience. Then the model learned to read. Both diversity and quantity of exposure had unique effects on reading performance, with larger effects for written word comprehension than for reading fluency. The results further showed that quantity of preliteracy language exposure was only beneficial when this was to a varied vocabulary, and could be an impediment when exposed to a limited vocabulary.
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URL: https://eprints.lancs.ac.uk/id/eprint/127707/ https://doi.org/10.1080/10888438.2018.1529177 https://eprints.lancs.ac.uk/id/eprint/127707/1/chang_monaghan_18_ssr.pdf
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Investigating the relationship between fast mapping, retention, and generalisation of words in children with autism spectrum disorder and typical development.
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Changing Signs:Testing How Sound-Symbolism Supports Early Word Learning
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Different processes for reading words learned before and after onset of literacy
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Exploring the relations between word frequency, language exposure, and bilingualism in a computational model of reading
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Domain-general mechanisms for speech segmentation:the role of duration information in language learning
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Using statistics to learn words and grammatical categories:how high frequency words assist language acquisition
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Simultaneous segmentation and generalisation of non-adjacent dependencies from continuous speech
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How do high frequency words assist language acquisition in 12-month-olds?
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How do infants use nonadjacent dependencies during language development?
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How do infants use nonadjacent dependencies during language development?
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Using statistics to learn words and grammatical categories:how high frequency words assist language acquisition
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