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Journal articles on the topic 'Word-Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 March 2023

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1

Bloom, Paul. "Word learning." Current Biology 11, no. 1 (January 2001): R5—R6. http://dx.doi.org/10.1016/s0960-9822(00)00032-4.

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2

Ryder, Dan, and Oleg V. Favorov. "Empiricist word learning." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1117. http://dx.doi.org/10.1017/s0140525x01360132.

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At first, Bloom's theory appears inimical to empiricism, since he credits very young children with highly sophisticated cognitive resources (e.g., a theory of mind and a belief that real kinds have essences), and he also attacks the empiricist's favoured learning theory, namely, associationism. We suggest that, on the contrary, the empiricist can embrace much of what Bloom says.
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3

He, Angela Xiaoxue, and Sudha Arunachalam. "Word learning mechanisms." Wiley Interdisciplinary Reviews: Cognitive Science 8, no. 4 (February 3, 2017): e1435. http://dx.doi.org/10.1002/wcs.1435.

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4

Goldstein, Irwin. "Learning the Word `Toothache'." Philosophy and Phenomenological Research 46, no. 2 (December 1985): 337. http://dx.doi.org/10.2307/2107363.

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5

Coran, Monica, Antoni Rodriguez-Fornells, Neus Ramos-Escobar, Matti Laine, and Nadine Martin. "Word Learning in Aphasia." Topics in Language Disorders 40, no. 1 (2020): 81–109. http://dx.doi.org/10.1097/tld.0000000000000204.

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6

Banerjee, Abhijit, and Drew Fudenberg. "Word-of-mouth learning." Games and Economic Behavior 46, no. 1 (January 2004): 1–22. http://dx.doi.org/10.1016/s0899-8256(03)00048-4.

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7

BLOOM, P. "Intentionality and word learning." Trends in Cognitive Sciences 1, no. 1 (April 1997): 9–12. http://dx.doi.org/10.1016/s1364-6613(97)01006-1.

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8

Bloom, Paul, and Lori Markson. "Capacities underlying word learning." Trends in Cognitive Sciences 2, no. 2 (February 1998): 67–73. http://dx.doi.org/10.1016/s1364-6613(98)01121-8.

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9

Markman, Ellen M., and Maxim Abelev. "Word learning in dogs?" Trends in Cognitive Sciences 8, no. 11 (November 2004): 479–81. http://dx.doi.org/10.1016/j.tics.2004.09.007.

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10

Nelson, Katherine. "Constraints on word learning?" Cognitive Development 3, no. 3 (July 1988): 221–46. http://dx.doi.org/10.1016/0885-2014(88)90010-x.

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11

Soja, Nancy N., and Susan Carey. "Constraints on word learning." Infant Behavior and Development 9 (April 1986): 350. http://dx.doi.org/10.1016/s0163-6383(86)80356-3.

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12

Orhan, Umut, and Enıs Arslan. "Learning Word-vector Quantization." ACM Transactions on Asian and Low-Resource Language Information Processing 19, no. 5 (August 25, 2020): 1–18. http://dx.doi.org/10.1145/3397967.

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13

Apfelbaum, Keith S., and Bob McMurray. "Learning During Processing: Word Learning Doesn't Wait for Word Recognition to Finish." Cognitive Science 41 (July 29, 2016): 706–47. http://dx.doi.org/10.1111/cogs.12401.

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14

Perfetti, Charles A., Edward W. Wlotko, and Lesley A. Hart. "Word Learning and Individual Differences in Word Learning Reflected in Event-Related Potentials." Journal of Experimental Psychology: Learning, Memory, and Cognition 31, no. 6 (2005): 1281–92. http://dx.doi.org/10.1037/0278-7393.31.6.1281.

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15

de la Cruz-Pavía, Irene, Caterina Marino, and Judit Gervain. "Learning word order: early beginnings." Trends in Cognitive Sciences 25, no. 9 (September 2021): 802–12. http://dx.doi.org/10.1016/j.tics.2021.04.011.

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16

Hart, Ian. "Learning and the ‘F’ Word." Educational Media International 37, no. 2 (January 2000): 98–101. http://dx.doi.org/10.1080/095239800410388.

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17

Johnston, Francine R. "Word learning in predictable text." Journal of Educational Psychology 92, no. 2 (2000): 248–55. http://dx.doi.org/10.1037/0022-0663.92.2.248.

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18

Hollich, George, Peter Jusczyk, and Michael Brent. "Talker variation and word learning." Journal of the Acoustical Society of America 111, no. 5 (2002): 2455. http://dx.doi.org/10.1121/1.4778465.

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19

Xu, Fei, and Joshua B. Tenenbaum. "Word learning as Bayesian inference." Psychological Review 114, no. 2 (2007): 245–72. http://dx.doi.org/10.1037/0033-295x.114.2.245.

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20

Imai, Mutsumi. "Constraint on word-learning constraints." Japanese Psychological Research 41, no. 1 (March 1999): 5–20. http://dx.doi.org/10.1111/1468-5884.00101.

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21

Magolda, Marcia Baxter. "A Word about Learning Partnerships." About Campus: Enriching the Student Learning Experience 8, no. 5 (November 2003): 2. http://dx.doi.org/10.1177/108648220300800501.

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22

AKHTAR, NAMEERA. "Relevance and early word learning." Journal of Child Language 29, no. 3 (July 22, 2002): 677–86. http://dx.doi.org/10.1017/s0305000902005214.

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Several theorists have proposed that children may interpret an ambiguous word by attending to the dimension that is most relevant in the immediate discourse context. The current study offers a direct test of this hypothesis. Children aged 2;6 and 3;4 (N = 24 in each group) were presented with a novel object with an unusual shape and texture and were told ‘This is a dacky one’. In the Shape-Relevant condition, two other objects' shapes were described before the target object was labelled (‘This is a round one; this is a square one’). In the Texture-Relevant condition, two preceding objects' textures were described (‘This is a smooth one; this is a fuzzy one’). Subsequent comprehension tests indicated that, in extending the novel adjective to other exemplars, children attended to the dimension that was most relevant to the preceding discourse context.
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23

HOUSTON-PRICE, CARMEL, KIM PLUNKETT, and PAUL HARRIS. "‘Word-learning wizardry’ at 1;6." Journal of Child Language 32, no. 1 (February 2005): 175–89. http://dx.doi.org/10.1017/s0305000904006610.

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This article explores whether infants are able to learn words as rapidly as has been reported for preschoolers. Sixty-four infants aged 1;6 were taught labels for either two moving images or two still images. Each image–label pair was presented three times, after which comprehension was assessed using an adaptation of the intermodal preferential looking paradigm. Three repetitions of each label were found to be sufficient for learning to occur, fewer than has previously been reported for infants under two years. Moreover, contrary to a previous finding, learning was equally rapid for infants who were taught labels for moving versus still images. The findings indicate that infants in the early stages of acquiring a vocabulary learn new word-referent associations with ease, and that the learning conditions that allow such learning are less restricted that was previously believed.
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24

Wang, Hua-Chen, Anne Castles, and Lyndsey Nickels. "Word regularity affects orthographic learning." Quarterly Journal of Experimental Psychology 65, no. 5 (May 2012): 856–64. http://dx.doi.org/10.1080/17470218.2012.672996.

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25

Kuang, Sicong, and Brian D. Davison. "Learning class-specific word embeddings." Journal of Supercomputing 76, no. 10 (October 23, 2019): 8265–92. http://dx.doi.org/10.1007/s11227-019-03024-z.

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26

Scofield, Jason, Maria Hernandez-Reif, and Anna Beth Keith. "Preschool Children's Multimodal Word Learning." Journal of Cognition and Development 10, no. 4 (October 30, 2009): 306–33. http://dx.doi.org/10.1080/15248370903417662.

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27

McGregor, Karla K. "Gesture supports children's word learning." International Journal of Speech-Language Pathology 10, no. 3 (June 2008): 112–17. http://dx.doi.org/10.1080/17549500801905622.

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28

Bloom, Paul. "Word Learning, Intentions, and Discourse." Journal of the Learning Sciences 14, no. 2 (April 2005): 311–14. http://dx.doi.org/10.1207/s15327809jls1402_8.

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29

Samuelson, Larissa K., Linda B. Smith, Lynn K. Perry, and John P. Spencer. "Grounding Word Learning in Space." PLoS ONE 6, no. 12 (December 14, 2011): e28095. http://dx.doi.org/10.1371/journal.pone.0028095.

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30

Strickland, Brent, Salamatu Barrie, and Rihana S. Mason. "Discourse structure and word learning." Pragmatics and Society 2, no. 2 (October 21, 2011): 260–81. http://dx.doi.org/10.1075/ps.2.2.07str.

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The extant literature on discourse comprehension distinguishes between two types of texts: narrative and expository (Steen, 1999). Narrative discourse tells readers a story by giving them an account of events; the narration informs and/or persuades the readership by using textual elements such as theme, plot, and characters. Expository discourse explains or informs the readership by using concepts and techniques such as definition, sequence, categorization, and cause-effect relations. The present study is based on two experiments. In Experiment 1, we compared the two discourse types to examine if college students would be better at extracting the meanings of novel words from one of the two types of discourse structure than from the other. The findings indicated that participants were significantly better at inferring the meaning of novel words from narrative compared to expository discourse. In Experiment 2, we examined the number of situation models that a reader is required to mentally construct, as a possible characteristic that influences the difficulty of learning new word meaning within narrative discourse. Contrary to intuition, fewer novel words were learned in a single-situation, as opposed to a multi-situation model condition, suggesting that the additional inferencing needed to construct multiple models also promotes word learning. Results are discussed with respect to how the structure of written discourse can facilitate word learning in a reader’s native language. Implications for education and assessment are also discussed.
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31

Westby, Carol. "Learning Word Meanings (Part 1)." Word of Mouth 26, no. 3 (December 9, 2014): 1–6. http://dx.doi.org/10.1177/1048395014558406.

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32

Westby, Carol. "Learning Word Meanings (Part 2)." Word of Mouth 26, no. 3 (December 9, 2014): 6–10. http://dx.doi.org/10.1177/1048395014558406a.

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33

Gomez, Fernando. "Learning word syntactic subcategorizations interactively." Knowledge-Based Systems 8, no. 4 (August 1995): 190–200. http://dx.doi.org/10.1016/0950-7051(95)96216-e.

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34

Blythe, Richard A., Andrew D. M. Smith, and Kenny Smith. "Word learning under infinite uncertainty." Cognition 151 (June 2016): 18–27. http://dx.doi.org/10.1016/j.cognition.2016.02.017.

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35

Shamsudin, Sarimah, and Nur Afiqah Ab Rahman. "The Effects of Learning from Word Pairs on Word Knowledge." SHS Web of Conferences 18 (2015): 05003. http://dx.doi.org/10.1051/shsconf/20151805003.

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36

Wei, Ran, Samuel Ronfard, Diana Leyva, and Meredith L. Rowe. "Teaching a novel word: Parenting styles and toddlers’ word learning." Journal of Experimental Child Psychology 187 (November 2019): 104639. http://dx.doi.org/10.1016/j.jecp.2019.05.006.

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37

Axelsson, Emma L., and Jessica S. Horst. "Testing a word is not a test of word learning." Acta Psychologica 144, no. 2 (October 2013): 264–68. http://dx.doi.org/10.1016/j.actpsy.2013.07.002.

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38

Zhao, Libo, Stephanie Packard, Bob McMurray, and Prahlad Gupta. "Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning." Cognition 190 (September 2019): 42–60. http://dx.doi.org/10.1016/j.cognition.2018.12.004.

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39

Hakuno, Yoko, Takahide Omori, Jun-ichi Yamamoto, and Yasuyo Minagawa. "Social interaction facilitates word learning in preverbal infants: Word–object mapping and word segmentation." Infant Behavior and Development 48 (August 2017): 65–77. http://dx.doi.org/10.1016/j.infbeh.2017.05.012.

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40

Balass, Michal, Jessica R. Nelson, and Charles A. Perfetti. "Word learning: An ERP investigation of word experience effects on recognition and word processing." Contemporary Educational Psychology 35, no. 2 (April 2010): 126–40. http://dx.doi.org/10.1016/j.cedpsych.2010.04.001.

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41

Röllinghoff, Andreas. "Implementing Word Learning Strategies Into an Interactive Learning Environment." CALICO Journal 11, no. 2 (January 14, 2013): 21–44. http://dx.doi.org/10.1558/cj.v11i2.21-44.

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The development of programming tools such as HyperCard and Authorware has had a considerable impact upon computer assisted language learning. Language teachers are now able to test new ideas through use of these tools. Unfortunately software products which differed widely both in approach and in quality, resulted. This highlights the need for a broader discussion of general guidelines for design of Computer Assisted Language Learning (CALL) products, but this contribution can not cover the whole field. Some important points which are relevant to user-program interaction are considered in the first part of this paper. The second part focuses upon vocabulary learning strategies whereas the third part gives an overview of an environment where the guidelines and strategies outlined in part one and two are implemented.
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42

Schmidt, James R., Maria Augustinova, and Jan De Houwer. "Category learning in the color-word contingency learning paradigm." Psychonomic Bulletin & Review 25, no. 2 (February 5, 2018): 658–66. http://dx.doi.org/10.3758/s13423-018-1430-0.

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43

Dautriche, Isabelle, Emmanuel Chemla, and Anne Christophe. "Word Learning: Homophony and the Distribution of Learning Exemplars." Language Learning and Development 12, no. 3 (March 8, 2016): 231–51. http://dx.doi.org/10.1080/15475441.2015.1127163.

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44

Bailey, Todd M., and Kim Plunkett. "Learning prosody: Infants' learning of two word stress rhythms." Infant Behavior and Development 21 (April 1998): 172. http://dx.doi.org/10.1016/s0163-6383(98)91387-x.

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45

Wilkinson, Darrell. "Deliberate Vocabulary Learning from Word Cards." Vocabulary Learning and Instruction 9, no. 2 (2020): 69–74. http://dx.doi.org/10.7820/vli.v09.2.wilkinson.

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While word cards are a widely supported method of deliberately studying foreign language vocabulary, there is a surprising lack of research-based evidence supporting them. This paper first reviews some of the key literature on word cards and then briefly describes two experiments concerning word card methodology. The first experiment described in this paper examined the learning outcomes of making word cards while the second experiment compared the use of self-made word cards with premade cards. The results of the first study indicated that the simple process of making word cards results in significant short-term vocabulary learning, but this new knowledge is sensitive to attrition if no further study is carried out soon after making the cards. The results of the second experiment indicated that while both methods are effective in the short and long-term, learners may be better studying from premade cards. Taken together, the results offer support for the use of word cards for foreign language vocabulary learning.
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46

Stall, Lindon. "Learning the (Winter) Word for Cypress." Anglican Theological Review 102, no. 1 (December 2020): 113. http://dx.doi.org/10.1177/000332862010200107.

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47

Gill, Sharon Ruth. "Learning About Word Parts With Kidspiration." Reading Teacher 61, no. 1 (September 2007): 79–84. http://dx.doi.org/10.1598/rt.61.1.8.

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48

KARADÜZ, Adnan. "About Dictionary, Word Meaning And Learning." Journal of Turkish Studies Volume 4 Issue 4, no. 4 (2009): 636–49. http://dx.doi.org/10.7827/turkishstudies.822.

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49

MARKMAN, Ellen M. "Early Use of Word Learning Constraints." Annual Report of Educational Psychology in Japan 37 (1998): 21–26. http://dx.doi.org/10.5926/arepj1962.37.0_21.

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50

Yoshida, Katherine, Mijke Rhemtulla, and Athena Vouloumanos. "Exclusion Constraints Facilitate Statistical Word Learning." Cognitive Science 36, no. 5 (July 2012): 933–47. http://dx.doi.org/10.1111/j.1551-6709.2012.01260.x.

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