View in EDS

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach.

Saved in:
Bibliographic Details
Title: Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach.
Authors: Hendrickson, Kristi1 kristi-hendrickson@uiowa.edu, Poulin-Dubois, Diane2, Zesiger, Pascal3, Friend, Margaret4
Source: Journal of Experimental Child Psychology. Jun2017, Vol. 158, p95-111. 17p.
Subject Terms: *Word recognition, *Theory of knowledge, Dissociative disorders in children, Touch, Continuity
Abstract: Behavioral dissociations in young children’s visual and haptic responses have been taken as evidence that word knowledge is not all-or-none but instead exists on a continuum from absence of knowledge, to partial knowledge, to robust knowledge. This longitudinal study tested a group of 16- to 18-month-olds, 6 months after their initial visit, to replicate results of partial understanding as shown by visual–haptic dissociations and to determine whether partial knowledge of word–referent relations can be leveraged for future word recognition. Results show that, like 16-month-olds, 22-month-olds demonstrate behavioral dissociations exhibited by rapid visual reaction times to a named referent but incorrect haptic responses. Furthermore, results suggest that partial word knowledge at one time predicts the degree to which that word will be understood in the future. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Child Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Behavioral dissociations in young children’s visual and haptic responses have been taken as evidence that word knowledge is not all-or-none but instead exists on a continuum from absence of knowledge, to partial knowledge, to robust knowledge. This longitudinal study tested a group of 16- to 18-month-olds, 6 months after their initial visit, to replicate results of partial understanding as shown by visual–haptic dissociations and to determine whether partial knowledge of word–referent relations can be leveraged for future word recognition. Results show that, like 16-month-olds, 22-month-olds demonstrate behavioral dissociations exhibited by rapid visual reaction times to a named referent but incorrect haptic responses. Furthermore, results suggest that partial word knowledge at one time predicts the degree to which that word will be understood in the future. [ABSTRACT FROM AUTHOR]
ISSN:00220965
DOI:10.1016/j.jecp.2017.01.003