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1.
Although the ability to understand speech in adverse listening conditions is paramount for effective communication across the life span, little is understood about how this critical processing skill develops. This study asks how the dynamics of spoken word recognition (i.e., lexical access and competition) change during soft speech in 8- to 11-year-olds (n = 26). Lexical competition and access for speech at lower intensity levels was measured using eye-tracking and the visual world paradigm. Overall the results suggest that soft speech influences the magnitude and timing of lexical access and competition. These results suggest that lexical competition is a cognitive process that can be adapted in the school-age years to help cope with increased uncertainty due to alterations in the speech signal. 相似文献
2.
This investigation examined the effectiveness of reflection methods derived from Sternberg's theory of practical intelligence [Sternberg, R.J., and Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160.; Sternberg, R.J., Forsythe, G.B., Hedlund, J., Horvath, H.A., Wagner, R.K., Williams, W.M., et al. (2000). Practical intelligence in everyday life. New York: Cambridge University Press. 2000] on the acquisition of experience-based, tacit knowledge. Two related experimental studies were conducted to test the effect of brief tacit-knowledge reflection training on practical problem solving. Reflection methods were developed based on Sternberg's conceptualized condition–action structure of tacit knowledge. In the first study, 101 U.S. Army officers participated in a reflection intervention or practice control. Results showed an effect of reflection condition on post-test tacit-knowledge scores (F [3, 91] = 3.74, p = .01, 2 = .03). In the second study, 235 college students participated in a reflection intervention or an academic-type reflection control. Results showed that the reflection condition approached significance on post-test scores (F [1, 233] = 3.47, p = .06, p = .06, 2 = .01). The investigation suggests this line of inquiry warrants continued study. 相似文献
3.
The lexical quality hypothesis assumes that skilled readers rely on high quality lexical representations that afford autonomous
lexical retrieval and reduce the need to rely on top-down context. This experiment investigated this hypothesis by comparing
the performance of adults classified on reading comprehension and spelling performance. ‘Lexical experts’, defined by above
average performance on both measures, were compared with individuals who are good readers/poor spellers, poor readers/good
spellers, or poor on both measures. Sentences finishing with a homograph (e.g., She danced all night at the ball) were followed by a probe word and participants had to decide whether it had occurred in the sentence. Critical probe words
were related to either the sentence-congruous or the sentence-incongruous meaning of the homograph (e.g., waltz vs. throw). Lexical experts showed less interference from related probes than the other groups. When the sentences were presented at
fast rates, poorer spellers showed interference for sentence-congruous but not sentence-incongruous probes. However, at slower
presentation rates, all groups showed equivalent interference for both types of probes. The results support the lexical quality
hypothesis by showing that high quality lexical representations, indexed by better spelling, are associated with reduced reliance
on sentence context.
相似文献
| Sally AndrewsEmail: |
4.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
5.
Gary W. Ladd Idean Ettekal Becky Kochenderfer‐Ladd Karen D. Rudolph Rebecca K. Andrews 《Child development》2014,85(3):971-988
Adolescents' perceptions of peers' relational characteristics (e.g., support, trustworthiness) were examined for subtypes of youth who evidenced chronic maladaptive behavior, chronic peer group rejection, or combinations of these risk factors. Growth mixture modeling was used to identify subgroups of participants within a normative sample of youth (N = 477; 50% female) for whom data had been gathered from fifth grade (Mage = 10.61) through eighth grade (Mage = 13.93). Results revealed that both enduring individual vulnerability (i.e., chronic withdrawn or chronic aggressive behavioral dispositions) and interpersonal adversity (i.e., chronic peer group rejection) were linked with either differences or changes in adolescents' perceptions of their peers' supportiveness and trustworthiness across the early adolescent age period. 相似文献
6.
Lexical competition that occurs as speech unfolds is a hallmark of adult oral language comprehension crucial to rapid incremental speech processing. This study used pause detection to examine whether lexical competition operates similarly at 7–8 years and tested variables that influence “online” lexical activity in adults. Children (n = 20) and adults (n = 17) were slower to detect pauses in familiar words with later uniqueness points. Faster latencies were obtained for words with late uniqueness points in constraining compared with neutral sentences; no such effect was observed for early unique words. Following exposure to novel competitors (“biscal”), children (n = 18) and adults (n = 18) showed competition for existing words with early uniqueness points (“biscuit”) after 24 hr. Thus, online lexical competition effects are remarkably similar across development. 相似文献
7.
The relation between episodic and semantic memory was examined by testing how semantic knowledge influences children’s episodic memory for events and their locations. Five-, six-, and seven-year-olds (N = 87) engaged in events in a children’s museum designed as a town. Events were semantically congruent or incongruent with the spatial location (e.g., sorting mail at post office vs. grocery store). In addition to this experimental paradigm, a semantic interview assessed children’s semantic knowledge about real-world locations. Accuracy in the experimental paradigm showed that children’s semantic memory influenced memory for locations. Interviews revealed age-related improvements in children’s semantic knowledge. Regression analyses examined factors that best supported episodic memory. These results provide novel insights and highlight the utility of research in naturalistic settings. 相似文献
8.
With development knowledge becomes organized according to semantic links, including early-developing associative (e.g., juicy–apple) and gradually developing taxonomic links (e.g., apple–pear). Word co-occurrence regularities may foster these links: Associative links may form from direct co-occurrence (e.g., juicy–apple), and taxonomic links from shared co-occurrence (e.g., apple and pear co-occur with juicy). Four experiments (2017–2020) investigated this possibility with 4- to 8-year-olds (N = 148, 82 female) and adults (N = 116, 35 female) in a U.S. city with 58.6% White; 29.0% Black, and 5.8% Asian demographics. Results revealed earlier development of the abilities to form direct (ds > 0.536) than the abilities to form shared co-occurrence-based links (ds > 1.291). We argue that the asynchronous development of abilities to form co-occurrence-based links may explain developmental changes in semantic organization. 相似文献
9.
To understand spoken words, listeners must appropriately interpret co‐occurring talker characteristics and speech sound content. This ability was tested in 6‐ to 14‐months‐olds by measuring their looking to named food and body part images. In the new talker condition (n = 90), pictures were named by an unfamiliar voice; in the mispronunciation condition (n = 98), infants’ mothers “mispronounced” the words (e.g., nazz for nose). Six‐ to 7‐month‐olds fixated target images above chance across conditions, understanding novel talkers, and mothers’ phonologically deviant speech equally. Eleven‐ to 14‐months‐olds also understood new talkers, but performed poorly with mispronounced speech, indicating sensitivity to phonological deviation. Between these ages, performance was mixed. These findings highlight the changing roles of acoustic and phonetic variability in early word comprehension, as infants learn which variations alter meaning. 相似文献
10.
Visual information influences speech perception in both infants and adults. It is still unknown whether lexical representations are multisensory. To address this question, we exposed 18‐month‐old infants (n = 32) and adults (n = 32) to new word–object pairings: Participants either heard the acoustic form of the words or saw the talking face in silence. They were then tested on recognition in the same or the other modality. Both 18‐month‐old infants and adults learned the lexical mappings when the words were presented auditorily and recognized the mapping at test when the word was presented in either modality, but only adults learned new words in a visual‐only presentation. These results suggest developmental changes in the sensory format of lexical representations. 相似文献
11.
Gesa Schaadt Annika Werwach Hellmuth Obrig Angela D. Friederici Claudia Männel 《Child development》2023,94(3):e166-e180
Consonants and vowels differentially contribute to lexical acquisition. From 8 months on, infants' preferential reliance on consonants has been shown to predict their lexical outcome. Here, the predictive value of German-learning infants' (n = 58, 29 girls, 29 boys) trajectories of consonant and vowel perception, indicated by the electrophysiological mismatch response, across 2, 6, and 10 months for later lexical acquisition was studied. The consonant-perception trajectory from 2 to 6 months (β = −2.95) and 6 to 10 months (β = −.91), but not the vowel-perception trajectory, significantly predicted receptive vocabulary at 12 months. These results reveal an earlier predictive value of consonant perception for word learning than previously found, and a particular role of the longitudinal maturation of this skill in lexical acquisition. 相似文献
12.
13.
The present study investigated the way in which the activation of semantic representations at the morpheme level affects the processing of two-kanji (morpheme) compound words. Three types of Japanese two-kanji compound words were used as stimulus items: (1) words consisting of two kanji representing opposite concepts (e.g., long + short = length), (2) words consisting of two kanji representing similar concepts (e.g., soft + flexible = pliable), and (3) control words consisting of two closely bound kanji (e.g., wild + field = wilderness). Words consisting of kanji of opposite concepts (M = 768 ms for LD and M = 645 ms for naming) were processed more slowly for lexical decision, but not for naming, than words with kanji of similar concepts (M = 743 ms for LD and M = 636 ms for naming), both of which were, furthermore, processed more slowly for lexical decision and naming than the control compound words (M = 716 ms for LD and M = 590 ms for naming). These results were explained in the framework of the multiple-level interactive-activation model as follows. Because kanji morphemes of opposite and similar concepts are semantically activated both as morpheme units and compound word units, semantic representations of the two morphemes and the compound word which they create compete with each other at the concept level, which slows down lexical decision and naming of the compound word. 相似文献
14.
ABSTRACT— How do people spell the thousands of words at the tips of their tongues? Are words with regular sound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those with irregular correspondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts. 相似文献
15.
Danielle S. Molnar Sabrina Thai Melissa Blackburn Dawn Zinga Gordon L. Flett Paul L. Hewitt 《Child development》2023,94(1):254-271
This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; Mage = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic. 相似文献
16.
This study examined the relation of 3‐year core information‐processing abilities to lexical growth and development. The core abilities covered four domains—memory, representational competence (cross‐modal transfer), processing speed, and attention. Lexical proficiency was assessed at 3 and 13 years with the Peabody Picture Vocabulary Test (PPVT) and verbal fluency. The sample (N = 128) consisted of 43 preterms (< 1750 g) and 85 full‐terms. Structural equation modeling indicated concurrent relations of toddler information processing and language proficiency and, independent of stability in language, direct predictive links between (a) 3‐year cross‐modal ability and 13‐year PPVT and (b) 3‐year processing speed and both 13‐year measures, PPVT and verbal fluency. Thus, toddler information processing was related to growth in lexical proficiency from 3 to 13 years. 相似文献
17.
Three experiments investigated whether production of low-frequency spellings could be influenced by other words containing
those spellings. Participants saw visually-presented primes (Experiment 1) or heard primes presented auditorily and produced
their spelling (Experiments 2 and 3). Primes either shared both orthography and phonology (e.g., chapl
ai
n) or only orthography (e.g., ord
ai
n) with the target word (e.g., porcel
ai
n). Following the primes, participants attempted to produce the correct spellings of auditorily-presented target words containing
low-frequency spellings, such as the ai in porcelain. Participants correctly spelled the targets’ low-frequency spelling more often when preceded by either type of prime, relative
to unprimed targets. Furthermore, priming only occurred when the prime’s spelling was produced correctly; primes spelled incorrectly
reduced the correct production of target spellings. These results suggest that unlike the priming of nonwords, the basis of
lexical priming of real words is orthographic, resulting from the priming of specific graphemes that increases the probability
of reactivating the same spelling pattern in the target.
相似文献
| Lise AbramsEmail: |
18.
Learning to Individuate: The Specificity of Labels Differentially Impacts Infant Visual Attention 
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下载免费PDF全文 This study examined differences in visual attention as a function of label learning from 6 to 9 months of age. Before and after 3 months of parent‐directed storybook training with computer‐generated novel objects, event‐related potentials and visual fixations were recorded while infants viewed trained and untrained images (n = 23). Relative to a pretraining, a no‐training control group (n = 11), and to infants trained with category‐level labels (e.g., all labeled “Hitchel”), infants trained with individual‐level labels (e.g., “Boris,” “Jamar”) displayed increased visual attention and neural differentiation of objects after training. 相似文献
19.
Hae Yeon Lee Jeremy P. Jamieson Adriana S. Miu Robert A. Josephs David S. Yeager 《Child development》2019,90(6):e849-e867
Grades often decline during the high school transition, creating stress. The present research integrates the biopsychosocial model of challenge and threat with the implicit theories model to understand who shows maladaptive stress responses. A diary study measured declines in grades in the first few months of high school: salivary cortisol (N = 360 students, N = 3,045 observations) and daily stress appraisals (N = 499 students, N = 3,854 observations). Students who reported an entity theory of intelligence (i.e., the belief that intelligence is fixed) showed higher cortisol when grades were declining. Moreover, daily academic stressors showed a different lingering effect on the next day's cortisol for those with different implicit theories. Findings support a process model through which beliefs affect biological stress responses during difficult adolescent transitions. 相似文献
20.
Three studies investigated 3‐year‐old children's ability to determine a speaker's communicative intent when the speaker's overt utterance related to that intent only indirectly. Studies 1 and 2 examined children's comprehension of indirectly stated requests (e.g., “I find Xs good” can imply, in context, a request for X; N = 32). Study 3 investigated 3‐ and 4‐year‐old children's and adults' (N = 52) comprehension of the implications of a speaker responding to an offer by mentioning an action's fulfilled or unfulfilled precondition (e.g., responding to an offer of cereal by stating that we have no milk implies rejection of the cereal). In all studies, 3‐year‐old children were able to make the relevance inference necessary to integrate utterances meaningfully into the ongoing context. 相似文献