Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach.
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| Title: | Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach. |
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| 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 121673267 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hendrickson%2C+Kristi%22">Hendrickson, Kristi</searchLink><relatesTo>1</relatesTo><i> kristi-hendrickson@uiowa.edu</i><br /><searchLink fieldCode="AR" term="%22Poulin-Dubois%2C+Diane%22">Poulin-Dubois, Diane</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Zesiger%2C+Pascal%22">Zesiger, Pascal</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Friend%2C+Margaret%22">Friend, Margaret</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Child+Psychology%22">Journal of Experimental Child Psychology</searchLink>. Jun2017, Vol. 158, p95-111. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Dissociative+disorders+in+children%22">Dissociative disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Touch%22">Touch</searchLink><br /><searchLink fieldCode="DE" term="%22Continuity%22">Continuity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.jecp.2017.01.003 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 95 Subjects: – SubjectFull: Word recognition Type: general – SubjectFull: Theory of knowledge Type: general – SubjectFull: Dissociative disorders in children Type: general – SubjectFull: Touch Type: general – SubjectFull: Continuity Type: general Titles: – TitleFull: Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hendrickson, Kristi – PersonEntity: Name: NameFull: Poulin-Dubois, Diane – PersonEntity: Name: NameFull: Zesiger, Pascal – PersonEntity: Name: NameFull: Friend, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 00220965 Numbering: – Type: volume Value: 158 Titles: – TitleFull: Journal of Experimental Child Psychology Type: main |
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