Nature and origins of the lexicon in 6-mo-olds.

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2017-11-20

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Abstract

Recent research reported the surprising finding that even 6-mo-olds understand common nouns [Bergelson E, Swingley D (2012) Proc Natl Acad Sci USA 109:3253-3258]. However, is their early lexicon structured and acquired like older learners? We test 6-mo-olds for a hallmark of the mature lexicon: cross-word relations. We also examine whether properties of the home environment that have been linked with lexical knowledge in older children are detectable in the initial stage of comprehension. We use a new dataset, which includes in-lab comprehension and home measures from the same infants. We find evidence for cross-word structure: On seeing two images of common nouns, infants looked significantly more at named target images when the competitor images were semantically unrelated (e.g., milk and foot) than when they were related (e.g., milk and juice), just as older learners do. We further find initial evidence for home-lab links: common noun "copresence" (i.e., whether words' referents were present and attended to in home recordings) correlated with in-lab comprehension. These findings suggest that, even in neophyte word learners, cross-word relations are formed early and the home learning environment measurably helps shape the lexicon from the outset.

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10.1073/pnas.1712966114

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Bergelson, Elika, and Richard N Aslin (2017). Nature and origins of the lexicon in 6-mo-olds. Proc Natl Acad Sci U S A. 10.1073/pnas.1712966114 Retrieved from https://hdl.handle.net/10161/15792.

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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.


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