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

Kristi Hendrickson; Diane Poulin-Dubois; Pascal Zesiger; Margaret Friend

doi:10.1016/j.jecp.2017.01.003

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

Journal article

Peer reviewed

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

Kristi Hendrickson, Diane Poulin-Dubois, Pascal Zesiger and Margaret Friend

Journal of experimental child psychology, Vol.158, pp.95-111

06/2017

DOI: 10.1016/j.jecp.2017.01.003

PMCID: PMC5669052

PMID: 28242363

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https://www.ncbi.nlm.nih.gov/pmc/articles/5669052View

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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, 6months 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.

Age Factors

Humans

Language Development

Child, Preschool

Infant

Male

Reaction Time

Comprehension

Touch

Association Learning

Semantics

Female

Pattern Recognition, Visual

Longitudinal Studies

Retention (Psychology)

Details

Title: Subtitle: Assessing a continuum of lexical-semantic knowledge in the second year of life: A multimodal approach
Creators: Kristi Hendrickson - Joint Doctoral Program in Language and Communicative Disorders, San Diego State University and University of California, San Diego, San Diego, CA 92120, USA. Electronic address: krishen14@gmail.com
Diane Poulin-Dubois - Department of Psychology, Concordia University, Montreal, Quebec H3G 1M8, Canada
Pascal Zesiger - Faculty of Psychology and Educational Sciences, Université de Genève, 1211 Genève 4, Switzerland
Margaret Friend - Department of Psychology, San Diego State University, San Diego, CA 92182, USA
Resource Type: Journal article
Publication Details: Journal of experimental child psychology, Vol.158, pp.95-111
DOI: 10.1016/j.jecp.2017.01.003
PMID: 28242363
PMCID: PMC5669052
NLM abbreviation: J Exp Child Psychol
ISSN: 0022-0965
eISSN: 1096-0457
Publisher: United States
Grant note: T32 DC007361 / NIDCD NIH HHS R01 HD068458 / NICHD NIH HHS
Language: English
Date published: 06/2017
Academic Unit: Communication Sciences and Disorders; Center for Social Science Innovation
Record Identifier: 9984002333802771

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