Evidence map›Paper›PMID 32160363›Full record

ArticleDevelopmental science2020

When slowing down processing helps learning: Lexico-semantic structure supports retention, but interferes with disambiguation of novel object-label mappings.

Arielle Borovsky

Abstract read
In one paragraph

Article in Developmental science, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.

0numbers the graph read from it
0cells of the map it votes in
10citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

10 citing papers in PubMed.

  1. Leveraging word knowledge from everyday language.Psychonomic bulletin & review · 2026
    Article
  2. Article
  3. Complex meanings shape early noun and verb vocabulary structure and learning.Canadian journal of experimental psychology = Revue canadienne de psychologie experimentale · 2025
    Article
  4. Article
  5. Article
  6. Verb vocabularies are shaped by complex meanings from the onset of development.CogSci ... Annual Conference of the Cognitive Science Society. Cognitive Science Society (U.S.). Conference · 2023
    Article
  7. Article
  8. Difference or delay? Syntax, semantics, and verb vocabulary development in typically developing and late-talking toddlers.Language learning and development : the official journal of the Society for Language Development · 2022
    Article
  9. Article
  10. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

1 author.

Arielle BorovskyDepartment of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, USA.

Funding

THE FLORIDA LONGITUDINAL STUDYP50HD052120 · NICHD · FLORIDA STATE UNIVERSITY · PI TIFFANY P HOGAN · 2006 to 2026
$31.7M
Online language processing and semantic development in late-talking infantsR03DC013638 · NIDCD · FLORIDA STATE UNIVERSITY · PI BOROVSKY, ARIELLE · 2015 to 2017
$439k
Eunice Kennedy Shriver National Institute of Child Health and Human Development HD052120NICHD NIH HHS P50 HD052120NIDCD NIH HHS DC013638NIDCD NIH HHS R03 DC013638
6 · The paper itself

Abstract

This project explores how children disambiguate and retain novel object-label mappings in the face of semantic similarity. Burgeoning evidence suggests that semantic structure in the developing lexicon promotes word learning in ostensive contexts, whereas other findings indicate that semantic similarity interferes with and temporarily slows familiar word recognition. This project explores how these distinct processes interact when mapping and retaining labels for novel objects (i.e., low-frequency objects that are unfamiliar to toddlers) via disambiguation from a semantically similar familiar referent in 24-month-olds (N = 65). Toddlers' log-adjusted looking to labeled target objects (relative to distractor objects) was measured in three conditions: Familiar trials (familiar label spoken while viewing semantically related familiar and novel objects), Disambiguation trials (unfamiliar label spoken while viewing semantically similar familiar and unfamiliar object), and Retention trials (unfamiliar label spoken while viewing novel object pairs). Toddlers' individual vocabulary structure was then compared to performance on each condition. Vocabulary structure was measured at two levels: category-level structure (semantic density) for experimental items, and lexicon-level structure (global clustering coefficient). The findings suggest, consistent with prior results, that semantic density interfered with known word recognition, and facilitated unfamiliar word retention. Children did not show a significant novel word preference during disambiguation, and disambiguation behavior was not impacted by semantic structure. These findings connect seemingly disparate mechanisms of semantic interference in processing and semantic leveraging in word learning. Semantic interference momentarily slows word recognition and resolution of referential uncertainty for novel label-object mappings. Nevertheless, this slowing might support retention by enabling comparison between related objects.

Indexed as

Language DevelopmentSemanticsChild, PreschoolHumansLearningVerbal LearningVocabularydisambiguationeye trackinglexico-semantic developmentsemantic networksword learning

Identifiers

PMID32160363
PMCPMC8128105

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.