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Individual variation in early word learning| old_uid | 10219 |
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| title | Individual variation in early word learning |
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| start_date | 2016/02/15 |
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| schedule | 11h |
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| online | no |
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| details | Invitée par l'équipe Parole |
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| summary | Children build their vocabulary at a remarkable speed. However, there is quite some variation with which they do this: some are slow, while others are exceptionally fast learners. Vocabulary size is one of the most important variables predicting later academic success (Duncan et al., 2007; Howlin, Goode, Hutton, & Rutter, 2004), with language measures obtained when children first go to school predicting later literacy (Dickenson & Tabors, 2001; Snow, Burns & Griffin, 1998). These abilities appear to be stable throughout life (Walker, Greenwood, Hart & Carta, 1994) but can already be detected in infancy. What I am interested in is what promotes early word learning. A recent overview suggests that differences in vocabulary measures in early childhood can be traced back to differences in infant performance in laboratory tasks (Cristia, Seidl, Junge, Soderstrom & Hagoort, 2014). Some of these infant tasks show stronger links to future language development than others. For instance, the ability to recognize word repetitions from continuous speech has repeatedly been shown to predict future language ability (Junge & Cutler, 2014). In this talk I will present (on-going) studies from several infant paradigms (speech segmentation tasks, early/ novel word learning, vowel discrimination, mispronounciation paradigms that all tried to link infant behavior/brain correlates to vocabulary development. I will also present my newest research on the beneficial effect that a familiar voice has on novel word learning. |
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| responsibles | Rämä, Izard |
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