ArticleLanguage learning and development : the official journal of the Society for Language Development2021
Is 10 Better than 1? The Effect of Speaker Variability on Children's Cross-situational Word Learning.
Article in Language learning and development : the official journal of the Society for Language Development, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning.Journal of speech, language, and hearing research : JSLHR · 2026Article
- From Recognition to Production: Receptive and Expressive Cross-Situational Word Learning in Monolingual and Bilingual Children.Behavioral sciences (Basel, Switzerland) · 2026Article
- From meaning to sound: how word learning shapes non-native speech perception.Frontiers in psychology · 2025Article
- The effects of speaker and exemplar variability in children's cross-situational word learning.Psychonomic bulletin & review · 2024Article
- The effects of bilingualism on children's cross-situational word learning under different variability conditions.Journal of experimental child psychology · 2023Article
- What have we learned from 15 years of research on cross-situational word learning? A focused review.Frontiers in psychology · 2023Review
- What Children with Developmental Language Disorder Teach Us About Cross-Situational Word Learning.Cognitive science · 2022Article
- Measures of Bilingual Cognition - From Infancy to Adolescence.Journal of cognition · 2021Article
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Authors and funding
2 authors.
Funding
Abstract
The current study examined the effect of speaker variability on children's cross-situational word learning (XSWL). The study also examined the role of bilingual experience and sustained attention. Forty English monolingual children and 40 Spanish-English bilingual children ages 4-7 completed a XSWL task in a Single Speaker Condition and a Multiple Speaker Condition. Results indicated that speaker variability neither facilitated nor hindered XSWL. While monolingual children outperformed bilingual children, speaker-variability effects did not fluctuate across the two language groups. Notably, exposure to multiple speakers facilitated XSWL in children with poorer sustained attention skills, suggesting that variability in the input may be especially useful to children with poorer cognitive processing abilities.
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Registered trials
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