TY - JOUR
T1 - The temporal structure of naming events differentially affects children's and adults’ cross-situational word learning
AU - Benitez, Viridiana L.
AU - Zettersten, Martin
AU - Wojcik, Erica
N1 - Funding Information:
This work was supported in part by a National Science Foundation grant (NSF-GRFP DGE-1747503) awarded to M.Z. We thank Marianna Kaneris, Emily Fatula, and Cassandra Leedom for helping to recruit and test our child participants as well as Harrison Westerfield and Elaina Corbin for helping to recruit and test adults. Special thanks go to the staff members at the Children's Museum of Phoenix for their support during data collection and to all the parents and children who participated. All data, analysis scripts, and experiment materials are available in public repositories on GitHub (https://github.com/mzettersten/crossSitRep) and Open Science Framework (https://osf.io/2hmxr/).
Funding Information:
This work was supported in part by a National Science Foundation grant ( NSF-GRFP DGE-1747503 ) awarded to M.Z. We thank Marianna Kaneris, Emily Fatula, and Cassandra Leedom for helping to recruit and test our child participants as well as Harrison Westerfield and Elaina Corbin for helping to recruit and test adults. Special thanks go to the staff members at the Children’s Museum of Phoenix for their support during data collection and to all the parents and children who participated. All data, analysis scripts, and experiment materials are available in public repositories on GitHub ( https://github.com/mzettersten/crossSitRep ) and Open Science Framework ( https://osf.io/2hmxr/ ).
Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2020/12
Y1 - 2020/12
N2 - To acquire novel words, learners often need to integrate information about word meanings across ambiguous learning events distributed in time. How does the temporal structure of those word learning events affect what learners encode? How do the effects of temporal structure differ in children and adults? In the current experiments, we asked how 4- to 7-year-old children's (N = 110) and adults’ (N = 90) performance on a cross-situational word learning task is influenced by the temporal distribution of learning events. We tested participants in three training conditions, manipulating the number of trials that separated naming events for specific objects. In the Unstructured condition, the temporal distribution was varied; in the Massed condition, naming events occurred with few interleaved trials; and in the Interleaved condition, naming events occurred with many interleaved trials. Adults showed substantially larger benefits from the Massed condition than children, whereas children were equally successful at learning in the Massed and Interleaved conditions. These results provide evidence that adults differ from children in how they exploit temporal structure during cross-situational word learning.
AB - To acquire novel words, learners often need to integrate information about word meanings across ambiguous learning events distributed in time. How does the temporal structure of those word learning events affect what learners encode? How do the effects of temporal structure differ in children and adults? In the current experiments, we asked how 4- to 7-year-old children's (N = 110) and adults’ (N = 90) performance on a cross-situational word learning task is influenced by the temporal distribution of learning events. We tested participants in three training conditions, manipulating the number of trials that separated naming events for specific objects. In the Unstructured condition, the temporal distribution was varied; in the Massed condition, naming events occurred with few interleaved trials; and in the Interleaved condition, naming events occurred with many interleaved trials. Adults showed substantially larger benefits from the Massed condition than children, whereas children were equally successful at learning in the Massed and Interleaved conditions. These results provide evidence that adults differ from children in how they exploit temporal structure during cross-situational word learning.
KW - Adults
KW - Children
KW - Cross-situational learning
KW - Language development
KW - Statistical learning
KW - Word learning
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U2 - 10.1016/j.jecp.2020.104961
DO - 10.1016/j.jecp.2020.104961
M3 - Article
C2 - 32853966
AN - SCOPUS:85089749348
SN - 0022-0965
VL - 200
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
M1 - 104961
ER -