| Автор | STORKEL, HOLLY L. |
| Автор | MAEKAWA, JUNKO |
| Дата выпуска | 2005 |
| dc.description | This study compares homonym learning to novel word learning by three- to four-year-old children to determine whether homonyms are learned more rapidly or more slowly than novel words. In addition, the role of form characteristics in homonym learning is examined by manipulating phonotactic probability and word frequency. Thirty-two children were exposed to homonyms and novel words in a story with visual support and learning was measured in two tasks: referent identification; picture naming. Results showed that responses to homonyms were as accurate as responses to novel words in the referent identification task. In contrast, responses to homonyms were more accurate than responses to novel words in the picture-naming task. Furthermore, homonyms composed of common sound sequences were named more accurately than those composed of rare sound sequences. The influence of word frequency was less straightforward. These results may be inconsistent with a one-to-one form–referent bias in word learning. |
| Издатель | Cambridge University Press |
| Название | A comparison of homonym and novel word learning: the role of phonotactic probability and word frequencyThis research was supported by NIH grant DC04781. The authors wish to thank the following contributors to study preparation, data collection, and data processing: Wade Burtchet; Tiffany Hogan; Jill R. Hoover; Andrea N. Giles; Kelli A. Stanfield; Maki Sueto. In addition, Michael S. Vitevitch provided phonotactic probability and neighbourhood density computations. |
| DOI | 10.1017/S0305000905007099 |
| Electronic ISSN | 1469-7602 |
| Print ISSN | 0305-0009 |
| Журнал | Journal of Child Language |
| Том | 32 |
| Первая страница | 827 |
| Последняя страница | 853 |
| Аффилиация | STORKEL HOLLY L.; University of Kansas; University of Kansas |
| Аффилиация | MAEKAWA JUNKO; University of Kansas |
| Выпуск | 4 |
