"Surprise!" The Role of Discovery-Based Interference in Children's Word Learning

"Surprise!" The Role of Discovery-Based Interference in Children's Word Learning

Bibliographic Details
Main Author: Wall, Jenna L.
Language:English
Published: Kent State University / OhioLINK 2016
Subjects:
Cognitive Psychology
Developmental Psychology
Experimental Psychology
Language
Psychology
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=kent1465897768
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-kent14658977682021-08-03T06:37:06Z "Surprise!" The Role of Discovery-Based Interference in Children's Word Learning Wall, Jenna L. Cognitive Psychology Developmental Psychology Experimental Psychology Language Psychology Children typically avoid mapping novel labels onto objects they can already name (“the disambiguation effect”; Merriman & Bowman, 1998). They do not show this effect, however, when the task requires cross-modal extension of a label (Scofield, Hernandez-Reif, & Keith, 2009; Wall, Merriman, & Scofield, 2015). After learning a label for a visual object and then discovering it along with a novel object in the tactile modality, children often mapped a novel label onto the cross-modal match rather than the novel object. Wall et al. (2015) argued that children’s reaction to their discovery of the cross-modal match interfered with the processes necessary for successful disambiguation. Three basic requirements for this discovery-based interference are proposed: 1) children must expect and/or desire to communicate about a discovery; 2) detection of the matching objects must be a discovery (i.e., unexpected); and 3) the child must consider the discovery to be relevant to the other individual present. Experiments 1 and 2 provide evidence for the first two requirements. Experiment 3 addressed the final proposed requirement as well as the role of lexical awareness and inhibitory control in one’s tendency to experience discovery-based interference. 2016-07-08 English text Kent State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=kent1465897768 http://rave.ohiolink.edu/etdc/view?acc_num=kent1465897768 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Cognitive Psychology
Developmental Psychology
Experimental Psychology
Language
Psychology
spellingShingle Cognitive Psychology
Developmental Psychology
Experimental Psychology
Language
Psychology
Wall, Jenna L.
"Surprise!" The Role of Discovery-Based Interference in Children's Word Learning
author Wall, Jenna L.
author_facet Wall, Jenna L.
author_sort Wall, Jenna L.
title "Surprise!" The Role of Discovery-Based Interference in Children's Word Learning
title_short "Surprise!" The Role of Discovery-Based Interference in Children's Word Learning
title_full "Surprise!" The Role of Discovery-Based Interference in Children's Word Learning
title_fullStr "Surprise!" The Role of Discovery-Based Interference in Children's Word Learning
title_full_unstemmed "Surprise!" The Role of Discovery-Based Interference in Children's Word Learning
title_sort "surprise!" the role of discovery-based interference in children's word learning
publisher Kent State University / OhioLINK
publishDate 2016
url http://rave.ohiolink.edu/etdc/view?acc_num=kent1465897768
work_keys_str_mv AT walljennal surprisetheroleofdiscoverybasedinterferenceinchildrenswordlearning
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