Evidence map›Paper›PMID 35421627›Full record

ArticleJournal of experimental child psychology2022

Building lexical networks: Preschoolers extract different types of information in cross-situational learning.

Chi-Hsin Chen, Chen Yu

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of experimental child psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing 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

2 citing papers in PubMed.

  1. Article
  2. 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

2 authors.

Chi-Hsin ChenSchool of Psychology, University of Plymouth Portland Square, Plymouth PL4 8AA, UK. Electronic address: chihsin.chen.cc@gmail.com.
Chen YuDepartment of Psychology, The University of Texas at Austin, 108 E. Dean Keeton Stop A8000, Austin, Texas 78712, USA.

Funding

What you see is what you learn: Visual attention in statistical word learningR01HD093792 · NICHD · UNIVERSITY OF TEXAS AT AUSTIN · PI YU, CHEN · 2018 to 2022
$1.7M
Sensorimotor Dynamics of Parent-Child Interactions Build Word Learning SkillsR01HD074601 · NICHD · TRUSTEES OF INDIANA UNIVERSITY · PI YU, CHEN · 2013 to 2017
$1.6M
NICHD NIH HHS R01 HD074601NICHD NIH HHS R01 HD093792
6 · The paper itself

Abstract

Children's everyday learning environment is semantically structured. For example, semantically related things (e.g., fork and spoon) usually co-occur in the same contexts. The current study examines the effects of semantically structured contexts on preschool-age children's (N = 65, 33 girls, age range: 52-68 months) use of statistical information to learn novel word-object mappings. Children were assigned into one of two conditions, in which objects from the same semantic category repeatedly co-occurred in the same trials (Same-category condition) or objects from different categories repeatedly co-occurred in the same trials (Different-categories condition). Children's word learning performance in the two conditions were comparable. However, their errors at test suggested that information extracted by children in the two conditions differed. Importantly, children in the Same-category condition extracted both statistical and semantic relationships from the stimuli.

Indexed as

LearningVerbal LearningChildChild, PreschoolFemaleHumansMalePlant ExtractsSchoolsSemanticsPlant ExtractsChild word learningcontextual informationCo-occurrence frequenciesCross-situational learningError analysesSemantic information

Identifiers

PMID35421627
PMCPMC9086139

What OpenQuestion holds

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Read underepoch 390

Registered trials

None linked

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.