Learning New Words II: Phonotactic Probability in Verb Learning.
Phonotactic probability, a measure of the likelihood of occurrence of a sound sequence, appears to facilitate noun learning (H.L. Storkel, 2001). Nouns and verbs, however, tend to differ in rate of acquisition, indicating that word-learning mechanisms may differ across grammatical class. The purpose...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 46; no. 6; pp. 1312 - 1324 |
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| Formato: | Artículo |
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American Speech-Language-Hearing Association
December 2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507869502&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507869502 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: December 2003 vid: 46 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507869502 10.1044/1092-4388(2003/102) ppf: 1312 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.3MB tig: atl: Learning New Words II: Phonotactic Probability in Verb Learning. aug: au: Storkel, Holly L. su: Verbal learning Children's language Vocabulary English phonology sug: subj: Verbal learning Children's language Vocabulary English phonology keyword: Vocabulary development ab: Phonotactic probability, a measure of the likelihood of occurrence of a sound sequence, appears to facilitate noun learning (H.L. Storkel, 2001). Nouns and verbs, however, tend to differ in rate of acquisition, indicating that word-learning mechanisms may differ across grammatical class. The purpose of the current study was to examine the effect of phonotactic probability on verb learning. Thirty-four typically developing preschool children participated in a multitrial word-learning task involving nonwords varying in phonotactic probability paired with unfamiliar actions. Multiple measures of word learning were obtained at increasing numbers of exposures. Correct responses were analyzed to examine rate of word learning. Results paralleled those of the previous noun-learning study, with common sound sequences being learned more rapidly than rare sound sequences. The results are interpreted in relation to the effect of distributional regularities on acquisition and the reported discrepancy between noun and verb learning in English. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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