ArticleJournal of experimental child psychology2016
Finding patterns and learning words: Infant phonotactic knowledge is associated with vocabulary size.
Article in Journal of experimental child psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Learning to Learn: Initial Treatment of a Partially Acquired Grammatical Form Speeds Later Learning of Rarely Used Forms for Children With Developmental Language Disorder.Language, speech, and hearing services in schools · 2026Article
- Learning Words in Two Languages: Manipulating Exemplar Variability for Within- and Cross-Language Generalization.Journal of speech, language, and hearing research : JSLHR · 2022Article
- When statistics collide: The use of transitional and phonotactic probability cues to word boundaries.Memory & cognition · 2021Article
- Two for the price of one: Concurrent learning of words and phonotactic regularities from continuous speech.PloS one · 2021Article
- Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques.Journal of visualized experiments : JoVE · 2020Article
- Statistical Learning and Social Competency: The Mediating Role of Language.Scientific reports · 2020Article
- Exploring the "anchor word" effect in infants: Segmentation and categorisation of speech with and without high frequency words.PloS one · 2020Article
- Phonological Learning Influences Label-Object Mapping in Toddlers.Journal of speech, language, and hearing research : JSLHR · 2019Article
- Do Infants Learn Words From Statistics? Evidence From English-Learning Infants Hearing Italian.Cognitive science · 2018Article
- Distributional Cues to Language Learning in Children With Intellectual Disabilities.Language, speech, and hearing services in schools · 2018Review
- Intersecting Constraints on Label Learning: Effects of Age, Label Properties, and Referential Context.Journal of cognition and development : official journal of the Cognitive Development Society · 2018Article
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3 authors.
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Abstract
Native language statistical regularities about allowable phoneme combinations (i.e., phonotactic patterns) may provide learners with cues to support word learning. The current research investigated the association between infants' native language phonotactic knowledge and their word learning progress, as measured by vocabulary size. In the experiment, 19-month-old infants listened to a corpus of nonce words that contained novel phonotactic patterns. All words began with "illegal" consonant clusters that cannot occur in native (English) words. The rationale for the task was that infants with fragile phonotactic knowledge should exhibit stronger learning of the novel illegal phonotactic patterns than infants with robust phonotactic knowledge. We found that infants with smaller vocabularies showed stronger phonotactic learning than infants with larger vocabularies even after accounting for general cognition. We propose that learning about native language structure may promote vocabulary development by providing a foundation for word learning; infants with smaller vocabularies may have weaker support from phonotactics than infants with larger vocabularies. Furthermore, stored vocabulary knowledge may promote the detection of phonotactic patterns even during infancy.
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