Jane B. Childers

Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures.

Two-year-old children were taught either 6 novel nouns, 6 novel verbs, or 6 novel actions over 1 month. In each condition, children were exposed to some items in massed presentations (on a single day) and some in distributed presentations (over the 2 weeks). Childrens comprehension and production was tested at 3 intervals after training. In comprehension, children learned all types of items in all training conditions at all retention intervals. For production, the main findings were that (a) production was better for nonverbal actions than for either word type, (b) children produced more new nouns than verbs, (c) production of words was better following distributed than massed exposure, and (d) time to testing (immediate, 1 day, 1 week) did not affect retention. A follow-up study showed that the most important timing variable was the number of different days of exposure, with more days facilitating production. Results are discussed in terms of 2 key issues: (a) the domain-generality versus domain-specificity of processes of word learning and (b) the relative ease with which children learn nouns versus verbs.

Korean- and English-speaking children use cross-situational information to learn novel predicate terms

This paper examines childrens attention to cross-situational information during word learning. Korean-speaking children in Korea and English-speaking children in the US were taught four nonce words that referred to novel actions. For each word, children saw four related events: half were shown events that were very similar (Close comparisons), half were shown events that were not as similar (Far comparisons). The prediction was that children would compare events to each other and thus be influenced by the events shown. In addition, children in these language groups could be influenced differently as their verb systems differ. Although some differences were found across language, children in both languages were influenced by the type of events shown, suggesting that they are using a comparison process. Thus, this study provides evidence for comparison, a new mechanism to describe how children learn new action words, and demonstrates that this process could apply across languages.

Children extend both words and non-verbal actions to novel exemplars

Markson and Bloom (1997) found that some learning processes involved in childrens acquisition of a new word are also involved in their acquisition of a new fact. They argued that these findings provided evidence against a domain-specific system for word learning. However, Waxman and Booth (2000) found that whereas children quite readily extend newly learned words to novel exemplars within a category, they do not do this with newly learned facts. They therefore argued that because children did not extend some facts in a principled way, word learning and fact learning may result from different domain-specific processes. In the current study, we argue that facts are a poor comparison in this argument since facts vary in whether they are tied to particular individuals. A more appropriate comparison is a conventional non-verbal action on an object –‘what we do with things like this’– since they are routinely generalized categorically to new objects. Our study shows that 21/2-year-old children extend novel non-verbal actions to new objects in the same way that they extend novel words to new objects. The findings provide support for the view that word learning represents a unique configuration of more general learning processes.

Attention to Multiple Events Helps 2 1/2-Year-Olds Extend New Verbs

An important question in verb learning is how children extend new verbs to new situational contexts. In Study 1, two-and-a-half-year-old children were shown a complex event followed by new events that preserved only the action from the initial event, only the result, or no new events. Children seeing events that preserved either the action or the result produced appropriate verb extensions at test while children without this information did not. In a follow-up study, children hearing new verbs produced more extensions than did children hearing non-labeling speech. These studies suggest that attention to related events is helpful to young verb learners, perhaps because they structurally align these events during verb learning.

Early Verb Learning: How Do Children Learn How to Compare Events?

An important problem verb learners must solve is how to extend verbs. Children could use cross-situational information to guide their extensions; however, comparing events is difficult. In 2 studies, researchers tested whether children benefit from initially seeing a pair of similar events (“progressive alignment”) while learning new verbs and whether this influence changes with age. In Study 1, 2.5- and 3.5-year-old children participated in an interactive task. Children who saw a pair of similar events and then varied events were able to extend verbs at test and differed from a control group; children who saw 2 pairs of varied events did not differ from the control group. In Study 2, events were presented on a monitor. Following the initial pair of events that varied by condition, a Tobii x120 eye tracker recorded 2.5-, 3.5-, and 4.5-year-olds’ fixations to specific elements of events (areas of interest) during the 2nd pair of events, which were the same across conditions. After seeing the pair of events that were highly similar, 2.5-year-olds showed significantly longer fixation durations to agents and to affected objects as compared with the all-varied condition. At test, 3.5-year-olds were able to extend the verb, but only in the progressive alignment condition. These results are important because they show children’s visual attention to relevant elements in dynamic events is influenced by their prior comparison experience, and they show that young children benefit from seeing similar events as they learn to compare events to each other.

Children Use Different Cues to Guide Noun and Verb Extensions.

Learning new words involves decoding both how a word fits the current situation and how it could be used in new situations. Three studies explore how two types of cues—sentence structure and the availability of multiple instances—affect childrens extensions of nouns and verbs. In each study, 2.5-year-olds heard nouns, verbs, or no new word while seeing the experimenter use a novel object to perform an action; at test, they were asked to extend the word. In Study 1, children hearing nouns in simple sentences used object shape as the basis for extension even though, during the learning phase, they saw multiple objects in motion; children in the other conditions responded randomly. Study 2 shows that by changing the type of sentences used in the noun and verb conditions, not only is the “shape bias” disrupted but children are successful in extending new verbs. In a final study, access to multiple examples was replaced by a direct teaching context and produced findings similar to those in Study 2. An implication of this result is that seeing multiple examples can be as effective as receiving direct instruction from an adult. Overall, the set of results suggests the mix of cues available during learning influences noun and verb extensions differently. The findings are important for understanding how the ability to extend words emerges in complex contexts.

Early verb learners: creative or not?

Follow this and additional works at: http://digitalcommons.trinity.edu/psych_faculty Part of the Psychology Commons Publication Details Childers, J. B. (2009). Early Verb Learners: Creative or Not? Invited commentary for L. R. Naigles, E. Hoff & D. Vear’s Flexibility in early verb use: Evidence from a multiple-n diary study in the Monographs of the Society for Research in Child Development, 74, 133-39.

Does Variability Across Events Affect Verb Learning in English, Mandarin, and Korean?

Extending new verbs is important in becoming a productive speaker of a language. Prior results show children have difficulty extending verbs when they have seen events with varied agents. This study further examines the impact of variability on verb learning and asks whether variability interacts with event complexity or differs by language. Children (aged 2½ to 3 years) in the United States, China, Korea, and Singapore learned verbs linked to simple and complex events. Sets of events included one or three agents, and children were asked to extend the verb at test. Children learning verbs linked to simple movements performed similarly across conditions. However, children learning verbs linked to events with multiple objects were less successful if those events were enacted by multiple agents. A follow-up study rules out an influence of event order. Overall, similar patterns of results emerged across languages, suggesting common cognitive processes support childrens verb learning.