"Surprise!" The Role of Discovery-Based Interference in Children's Word Learning
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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. |
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language |
English |
sources |
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topic |
Cognitive Psychology Developmental Psychology Experimental Psychology Language Psychology |
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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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