Young toddlers' word comprehension is flexible and efficient.

Loading...
Thumbnail Image

Date

2013

Journal Title

Journal ISSN

Volume Title

Repository Usage Stats

172
views
110
downloads

Citation Stats

Attention Stats

Abstract

Much of what is known about word recognition in toddlers comes from eyetracking studies. Here we show that the speed and facility with which children recognize words, as revealed in such studies, cannot be attributed to a task-specific, closed-set strategy; rather, children's gaze to referents of spoken nouns reflects successful search of the lexicon. Toddlers' spoken word comprehension was examined in the context of pictures that had two possible names (such as a cup of juice which could be called "cup" or "juice") and pictures that had only one likely name for toddlers (such as "apple"), using a visual world eye-tracking task and a picture-labeling task (n = 77, mean age, 21 months). Toddlers were just as fast and accurate in fixating named pictures with two likely names as pictures with one. If toddlers do name pictures to themselves, the name provides no apparent benefit in word recognition, because there is no cost to understanding an alternative lexical construal of the picture. In toddlers, as in adults, spoken words rapidly evoke their referents.

Department

Description

Provenance

Citation

Published Version (Please cite this version)

10.1371/journal.pone.0073359

Publication Info

Bergelson, Elika, and Daniel Swingley (2013). Young toddlers' word comprehension is flexible and efficient. PLoS One, 8(8). p. e73359. 10.1371/journal.pone.0073359 Retrieved from https://hdl.handle.net/10161/12630.

This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.

Scholars@Duke

Bergelson

Elika Bergelson

Associate Research Professor of Psychology and Neuroscience

Dr. Bergelson's lab has moved to Harvard Psychology; she retains an unremunerated research appointment at Duke through mid-2024 for logistical reasons. She formerly accepted PhD applicants through the Developmental and Cog/CogNeuro areas of P&N and the CNAP program.

In my research, I try to understand the interplay of processes during language acquisition.
In particular, I am interested in how word learning relates to other aspects of learning language (e.g. speech sound acquisition, grammar/morphology learning), and social/cognitive development more broadly (e.g. joint attention processes) in the first few years of life.

I pursue these questions using three main approaches: in-lab measures of early comprehension and production (eye-tracking, looking-time, and in EEG studies in collaboration with the Woldorff lab), and at-home measures of infants' linguistic and social environment (as in the SEEDLingS project).

More recently the lab is branching out to look at a wider range of human populations and at infants who are blind or deaf/heard of hearing.


Unless otherwise indicated, scholarly articles published by Duke faculty members are made available here with a CC-BY-NC (Creative Commons Attribution Non-Commercial) license, as enabled by the Duke Open Access Policy. If you wish to use the materials in ways not already permitted under CC-BY-NC, please consult the copyright owner. Other materials are made available here through the author’s grant of a non-exclusive license to make their work openly accessible.