The effect of incremental changes in phonotactic probability and neighborhood density on word learning by preschool children.

ABSTRACT:

Purpose

Phonotactic probability or neighborhood density has predominately been defined through the use of gross distinctions (i.e., low vs. high). In the current studies, the authors examined the influence of finer changes in probability (Experiment 1) and density (Experiment 2) on word learning.

Method

The authors examined the full range of probability or density by sampling 5 nonwords from each of 4 quartiles. Three- and 5-year-old children received training on nonword-nonobject pairs. Learning was measured in a picture-naming task immediately following training and 1 week after training. Results were analyzed through the use of multilevel modeling.

Results

A linear spline model best captured nonlinearities in phonotactic probability. Specifically, word learning imp

SUBMITTER: Storkel HL 

PROVIDER: S-EPMC4049320 | biostudies-literature | 2013 Oct

REPOSITORIES: biostudies-literature