Using variability to guide dimensional weighting: Associative mechanisms in early word learning
Identifieur interne : 001927 ( Pmc/Checkpoint ); précédent : 001926; suivant : 001928Using variability to guide dimensional weighting: Associative mechanisms in early word learning
Auteurs : Keith S. Apfelbaum ; Bob McmurraySource :
- Cognitive science [ 0364-0213 ] ; 2011.
Abstract
At 14 months, children appear to struggle to apply their fairly well developed speech perception abilities to learning similar sounding words (e.g.
Url:
DOI: 10.1111/j.1551-6709.2011.01181.x
PubMed: 21609356
PubMed Central: 3601333
Affiliations:
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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Using variability to guide dimensional weighting: Associative mechanisms in early word learning</title><author><name sortKey="Apfelbaum, Keith S" sort="Apfelbaum, Keith S" uniqKey="Apfelbaum K" first="Keith S." last="Apfelbaum">Keith S. Apfelbaum</name></author><author><name sortKey="Mcmurray, Bob" sort="Mcmurray, Bob" uniqKey="Mcmurray B" first="Bob" last="Mcmurray">Bob Mcmurray</name></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">21609356</idno><idno type="pmc">3601333</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3601333</idno><idno type="RBID">PMC:3601333</idno><idno type="doi">10.1111/j.1551-6709.2011.01181.x</idno><date when="2011">2011</date><idno type="wicri:Area/Pmc/Corpus">001932</idno><idno type="wicri:Area/Pmc/Curation">001932</idno><idno type="wicri:Area/Pmc/Checkpoint">001927</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Using variability to guide dimensional weighting: Associative mechanisms in early word learning</title><author><name sortKey="Apfelbaum, Keith S" sort="Apfelbaum, Keith S" uniqKey="Apfelbaum K" first="Keith S." last="Apfelbaum">Keith S. Apfelbaum</name></author><author><name sortKey="Mcmurray, Bob" sort="Mcmurray, Bob" uniqKey="Mcmurray B" first="Bob" last="Mcmurray">Bob Mcmurray</name></author></analytic><series><title level="j">Cognitive science</title><idno type="ISSN">0364-0213</idno><idno type="eISSN">1551-6709</idno><imprint><date when="2011">2011</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p id="P1">At 14 months, children appear to struggle to apply their fairly well developed speech perception abilities to learning similar sounding words (e.g. <italic>bih/dih</italic>; <xref ref-type="bibr" rid="R50">Stager & Werker, 1997</xref>). However, variability in non-phonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both non-contrastive information (e.g. cues to speaker voice) and meaningful linguistic cues (e.g. place of articulation or voicing), then associative learning mechanisms predict these variability effects in early word learning. Crucially, this means that despite the importance of task variables in predicting performance, this body of work shows that phonological categories are still developing in this age, and that the structure of non-informative cues has critical influences on word learning abilities.</p></div></front></TEI><pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
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<front><journal-meta><journal-id journal-id-type="nlm-journal-id">7708195</journal-id><journal-id journal-id-type="pubmed-jr-id">34490</journal-id><journal-id journal-id-type="nlm-ta">Cogn Sci</journal-id><journal-id journal-id-type="iso-abbrev">Cogn Sci</journal-id><journal-title-group><journal-title>Cognitive science</journal-title></journal-title-group><issn pub-type="ppub">0364-0213</issn><issn pub-type="epub">1551-6709</issn></journal-meta><article-meta><article-id pub-id-type="pmid">21609356</article-id><article-id pub-id-type="pmc">3601333</article-id><article-id pub-id-type="doi">10.1111/j.1551-6709.2011.01181.x</article-id><article-id pub-id-type="manuscript">NIHMS444568</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Using variability to guide dimensional weighting: Associative mechanisms in early word learning</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Apfelbaum</surname><given-names>Keith S.</given-names></name><aff id="A1">Dept. of Psychology, University of Iowa</aff></contrib><contrib contrib-type="author"><name><surname>McMurray</surname><given-names>Bob</given-names></name><aff id="A2">Dept. of Psychology and Delta Center, University of Iowa</aff></contrib></contrib-group><author-notes><corresp id="cor1"><bold>Corresponding Author</bold>, Keith S. Apfelbaum, Dept. of Psychology, E11 SSH, University of Iowa, Iowa City, IA 52242, 319-335-0692, 319-335-0191 (fax), <email>keith-apfelbaum@uiowa.edu</email></corresp></author-notes><pub-date pub-type="nihms-submitted"><day>14</day><month>2</month><year>2013</year></pub-date><pub-date pub-type="epub"><day>24</day><month>5</month><year>2011</year></pub-date><pub-date pub-type="ppub"><month>8</month><year>2011</year></pub-date><pub-date pub-type="pmc-release"><day>19</day><month>3</month><year>2013</year></pub-date><volume>35</volume><issue>6</issue><fpage>1105</fpage><lpage>1138</lpage><abstract><p id="P1">At 14 months, children appear to struggle to apply their fairly well developed speech perception abilities to learning similar sounding words (e.g. <italic>bih/dih</italic>; <xref ref-type="bibr" rid="R50">Stager & Werker, 1997</xref>). However, variability in non-phonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both non-contrastive information (e.g. cues to speaker voice) and meaningful linguistic cues (e.g. place of articulation or voicing), then associative learning mechanisms predict these variability effects in early word learning. Crucially, this means that despite the importance of task variables in predicting performance, this body of work shows that phonological categories are still developing in this age, and that the structure of non-informative cues has critical influences on word learning abilities.</p></abstract><kwd-group><kwd>associative learning</kwd><kwd>word learning</kwd><kwd>language development</kwd><kwd>switch task</kwd><kwd>phonological development</kwd><kwd>variability</kwd></kwd-group><funding-group><award-group><funding-source country="United States">National Institute on Deafness and Other Communication Disorders : NIDCD</funding-source><award-id>R01 DC008089 || DC</award-id></award-group></funding-group></article-meta></front></pmc><affiliations><list></list><tree><noCountry><name sortKey="Apfelbaum, Keith S" sort="Apfelbaum, Keith S" uniqKey="Apfelbaum K" first="Keith S." last="Apfelbaum">Keith S. Apfelbaum</name><name sortKey="Mcmurray, Bob" sort="Mcmurray, Bob" uniqKey="Mcmurray B" first="Bob" last="Mcmurray">Bob Mcmurray</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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