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Novel Word (novel + word)

Distribution by Scientific Domains

Medical Sciences	50%
Psychology	28%

Selected Abstracts

Do Novel Words Facilitate 18-Month-Olds' Spatial Categorization?

CHILD DEVELOPMENT, Issue 6 2007
Marianella Casasola
Eighteen-month-olds' spatial categorization was tested when hearing a novel spatial word. Infants formed an abstract categorical representation of support (i.e., placing 1 object on another) when hearing a novel spatial particle during habituation but not when viewing the events in silence. Infants with a productive spatial vocabulary did not discriminate the support relation when hearing the same novel word as a count noun. However, infants who were not yet producing spatial words did attend to the support relation when presented with the novel count noun. The results indicate that 18-month-olds can use a novel particle (possibly assisted by a familiar verb) to facilitate their spatial categorization but that the specificity of this effect varies with infants' acquisition of spatial language. [source]

Children and adults represent proper names as referring to unique individuals

DEVELOPMENTAL SCIENCE, Issue 4 2001
Cristina M. Sorrentino
Adults represent proper names (e.g. ,Katharine Hepburn') as referring to unique individuals (i.e. Katharine Hepburn), and studies of children's proper name learning have been taken to show that children represent proper names in like manner. However, almost all of these studies leave open the possibility that children represent proper names as referring to restricted kinds of highly similar animals. We provide direct evidence against this possibility: both adults and 3-year-old children presented with a novel word for a toy animal (e.g. ,daxy') assumed that the animal continued to be referred to with the word, despite a change in the animal's appearance and location, and despite the introduction at the old location of an animal identical in appearance to the original animal at the time the word was introduced. Participants presented with a simple artifact (e.g. a bottle) did not interpret the word as a proper name, consistent with previous work. [source]

Neural correlates of the spacing effect in explicit verbal semantic encoding support the deficient-processing theory

HUMAN BRAIN MAPPING, Issue 4 2010
Daniel E. Callan
Abstract Spaced presentations of to-be-learned items during encoding leads to superior long-term retention over massed presentations. Despite over a century of research, the psychological and neural basis of this spacing effect however is still under investigation. To test the hypotheses that the spacing effect results either from reduction in encoding-related verbal maintenance rehearsal in massed relative to spaced presentations (deficient processing hypothesis) or from greater encoding-related elaborative rehearsal of relational information in spaced relative to massed presentations (encoding variability hypothesis), we designed a vocabulary learning experiment in which subjects encoded paired-associates, each composed of a known word paired with a novel word, in both spaced and massed conditions during functional magnetic resonance imaging. As expected, recall performance in delayed cued-recall tests was significantly better for spaced over massed conditions. Analysis of brain activity during encoding revealed that the left frontal operculum, known to be involved in encoding via verbal maintenance rehearsal, was associated with greater performance-related increased activity in the spaced relative to massed condition. Consistent with the deficient processing hypothesis, a significant decrease in activity with subsequent episodes of presentation was found in the frontal operculum for the massed but not the spaced condition. Our results suggest that the spacing effect is mediated by activity in the frontal operculum, presumably by encoding-related increased verbal maintenance rehearsal, which facilitates binding of phonological and word level verbal information for transfer into long-term memory. Hum Brain Mapp, 2010. © 2009 Wiley-Liss, Inc. [source]

Language Experience Shapes the Development of the Mutual Exclusivity Bias

INFANCY, Issue 2 2010
Carmel Houston-Price
Halberda (2003) demonstrated that 17-month-old infants, but not 14- or 16-month-olds, use a strategy known as mutual exclusivity (ME) to identify the meanings of new words. When 17-month-olds were presented with a novel word in an intermodal preferential looking task, they preferentially fixated a novel object over an object for which they already had a name. We explored whether the development of this word-learning strategy is driven by children's experience of hearing only one name for each referent in their environment by comparing the behavior of infants from monolingual and bilingual homes. Monolingual infants aged 17,22 months showed clear evidence of using an ME strategy, in that they preferentially fixated the novel object when they were asked to "look at the dax." Bilingual infants of the same age and vocabulary size failed to show a similar pattern of behavior. We suggest that children who are raised with more than one language fail to develop an ME strategy in parallel with monolingual infants because development of the bias is a consequence of the monolingual child's everyday experiences with words. [source]

Can Infants Use a Nonhuman Agent's Gaze Direction to Establish Word,Object Relations?

INFANCY, Issue 4 2009
Laura O'Connell
Adopting a procedure developed with human speakers, we examined infants' ability to follow a nonhuman agent's gaze direction and subsequently to use its gaze to learn new words. When a programmable robot acted as the speaker (Experiment 1), infants followed its gaze toward the word referent whether or not it coincided with their own focus of attention, but failed to learn a new word. When the speaker was human, infants correctly mapped the words (Experiment 2). Furthermore, when the robot interacted contingently, this did not facilitate infants' word mapping (Experiment 3). These findings suggest that gaze following upon hearing a novel word is not sufficient to learn the referent of the word when the speaker is nonhuman. [source]

Type of Maternal Object Motion During Synchronous Naming Predicts Preverbal Infants' Learning of Word,Object Relations

INFANCY, Issue 2 2008
Dalit J. Matatyaho
Mothers' use of specific types of object motion in synchrony with object naming was examined, along with infants' joint attention to the mother and object, as a predictor of word learning. During a semistructured 3-min play episode, mothers (N = 24) taught the names of 2 toy objects to their preverbal 6- to 8-month-old infants. The episodes were recoded from Gogate, Bolzani, and Betancourt (2006) to provide a more fine-grained description of object motions used by mothers during naming. The results indicated that mothers used forward/downward and shaking motions more frequently and upward and backward motions less frequently in temporal synchrony with the spoken words. These motions likely highlight novel word,object relations. Furthermore, maternal use of shaking motions in synchrony with the spoken words and infants' ability to switch gaze from mother to object contributed to infants' learning of the word,object relations, as observed on a posttest. Thus, preverbal infants' learn word,object relations within an embodied system involving tightly coupled interaction between infants' perception and joint attention, and specific properties of caregivers' naming. [source]

,Theory of Mind' and Tracking Speakers' Intentions

MIND & LANGUAGE, Issue 1-2 2002
Francesca Happé
Typical theory of mind tasks assess children's ability to attribute a false belief in order to predict or explain an action. According to these standard tasks, young children do not represent the independent (mistaken) beliefs of others until the fourth year,yet long before this, children are able to track speakers' intentions in order to learn new words. Might communication be a privileged domain for theory of mind? In the present study we explored pre-schoolers' ability to track a false belief in order to acquire a novel word. A puppet labeled a novel object in a false belief condition (contents of a box had been switched without her knowledge), and a true belief condition (contents switched in her presence). Children were significantly better at tracking the puppet's false belief in the word-learning task than in a standard false belief test. Possible reasons for this advantage are discussed, and the suggestion made that representation of mental states may emerge precociously in the service of communication. [source]

Levodopa: Faster and better word learning in normal humans

ANNALS OF NEUROLOGY, Issue 1 2004
Stefan Knecht MD
Dopamine is a potent modulator of learning and has been implicated in the encoding of stimulus salience. Repetition, however, as required for the acquisition and reacquisition of sensorimotor or cognitive skills (e.g., in aphasia therapy), decreases salience. We here tested whether increasing brain levels of dopamine during repetitive training improves learning success. Forty healthy humans took 100mg of the dopamine precursor levodopa or placebo daily for 5 days in a randomized double-blind and parallel-group design. Ninety minutes later on each day, subjects were trained on an artificial vocabulary using a high-frequency repetitive approach. Levodopa significantly enhanced the speed, overall success, and long-term retention of novel word learning in a dose-dependent manner. These findings indicate new ways to potentiate learning in a variety of domains if conventional training alone fails. [source]

Do Novel Words Facilitate 18-Month-Olds' Spatial Categorization?

Distributed source modeling of language with magnetoencephalography: Application to patients with intractable epilepsy

EPILEPSIA, Issue 10 2009
Carrie R. McDonald
Summary Purpose:, To examine distributed patterns of language processing in healthy controls and patients with epilepsy using magnetoencephalography (MEG), and to evaluate the concordance between laterality of distributed MEG sources and language laterality as determined by the intracarotid amobarbital procedure (IAP). Methods:, MEG was performed in 10 healthy controls using an anatomically constrained, noise-normalized distributed source solution (dynamic statistical parametric map, dSPM). Distributed source modeling of language was then applied to eight patients with intractable epilepsy. Average source strengths within temporoparietal and frontal lobe regions of interest (ROIs) were calculated, and the laterality of activity within ROIs during discrete time windows was compared to results from the IAP. Results:, In healthy controls, dSPM revealed activity in visual cortex bilaterally from ,80 to 120 ms in response to novel words and sensory control stimuli (i.e., false fonts). Activity then spread to fusiform cortex ,160,200 ms, and was dominated by left hemisphere activity in response to novel words. From ,240 to 450 ms, novel words produced activity that was left-lateralized in frontal and temporal lobe regions, including anterior and inferior temporal, temporal pole, and pars opercularis, as well as bilaterally in posterior superior temporal cortex. Analysis of patient data with dSPM demonstrated that from 350 to 450 ms, laterality of temporoparietal sources agreed with the IAP 75% of the time, whereas laterality of frontal MEG sources agreed with the IAP in all eight patients. Discussion:, Our results reveal that dSPM can unveil the timing and spatial extent of language processes in patients with epilepsy and may enhance knowledge of language lateralization and localization for use in preoperative planning. [source]

Changes in neural activity associated with learning to articulate novel auditory pseudowords by covert repetition

HUMAN BRAIN MAPPING, Issue 11 2008
Andreas M. Rauschecker
Abstract Learning to articulate novel combinations of phonemes that form new words through a small number of auditory exposures is crucial for development of language and our capacity for fluent speech, yet the underlying neural mechanisms are largely unknown. We used functional magnetic resonance imaging to reveal repetition,suppression effects accompanying such learning and reflecting discrete changes in brain activity due to stimulus-specific fine-tuning of neural representations. In an event-related design, subjects were repeatedly exposed to auditory pseudowords, which they covertly repeated. Covert responses during scanning and postscanning overt responses showed evidence of learning. An extensive set of regions activated bilaterally when listening to and covertly repeating novel pseudoword stimuli. Activity decreased, with repeated exposures, in a subset of these areas mostly in the left hemisphere, including premotor cortex, supplementary motor area, inferior frontal gyrus, superior temporal cortex, and cerebellum. The changes most likely reflect more efficient representation of the articulation patterns of these novel words in two connected systems, one involved in the perception of pseudoword stimuli (in the left superior temporal cortex) and one for processing the output of speech (in the left frontal cortex). Both of these systems contribute to vocal learning. Hum Brain Mapp 2008. © 2007 Wiley-Liss, Inc. [source]

The Effectiveness of a Color-Coded, Onset-Rime Decoding Intervention with First-Grade Students at Serious Risk for Reading Disabilities

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2009
Sara J. HinesArticle first published online: 3 FEB 200
This study was an investigation into the effectiveness of a color-coded, onset-rime,based decoding intervention with first-graders at serious risk for reading disabilities using a single-subject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs. [source]

Do children with autism spectrum disorders show a shape bias in word learning?

AUTISM RESEARCH, Issue 4 2008
Saime Tek
Abstract Many children with autism spectrum disorders (ASD) acquire a sizeable lexicon. However, these children also seem to understand and/or store the meanings of words differently from typically developing children. One of the mechanisms that helps typically developing children learn novel words is the shape bias, in which the referent of a noun is mapped onto the shape of an object, rather than onto its color, texture, or size. We hypothesized that children with autistic disorder would show reduced or absent shape bias. Using the intermodal preferential looking paradigm , we compared the performance of young children with ASD and typically developing children (TYP), across four time points, in their use of shape bias. Neither group showed a shape bias at Visit 1, when half of the children in both groups produced fewer than 50 count nouns. Only the TYP group showed a shape bias at Visits 2, 3, and 4. According to the growth curve analyses, the rate of increase in the shape bias scores over time was significant for the TYP children. The fact that the TYP group showed a shape bias at 24 months of age, whereas children with ASD did not demonstrate a shape bias despite a sizeable vocabulary, supports a dissociation between vocabulary size and principles governing acquisition in ASD children from early in language development. [source]

Processes of Language Acquisition in Children With Autism: Evidence from Preferential Looking

CHILD DEVELOPMENT, Issue 2 2007
Lauren D. Swensen
Two language acquisition processes (comprehension preceding production of word order, the noun bias) were examined in 2- and 3-year-old children (n=10) with autistic spectrum disorder and in typically developing 21-month-olds (n=13). Intermodal preferential looking was used to assess comprehension of subject,verb,object word order and the tendency to map novel words onto objects rather than actions. Spontaneous speech samples were also collected. Results demonstrated significant comprehension of word order in both groups well before production. Moreover, children in both groups consistently showed the noun bias. Comprehension preceding production and the noun bias appear to be robust processes of language acquisition, observable in both typical and language-impaired populations. [source]