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metadata language: English

Is 10 Better than 1? The Effect of Speaker Variability on Children’s Cross-situational Word Learning

Version
1
Resource Type
Dataset
Creator
  • Crespo, Kimberly (University of Wisconsin-Madison)
  • Kaushanskaya, Margarita (University of Wisconsin-Madison)
Publication Date
2020-08-19
Description
  • 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 (MeanAge = 5.73 years; SDAge = 1.07) and 40 Spanish-English bilingual children (MeanAge = 5.85 years; SDAge = 0.83) 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.
Availability
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Relations
  • Is version of
    DOI: 10.3886/E120683

Update Metadata: 2020-08-19 | Issue Number: 1 | Registration Date: 2020-08-19

Crespo, Kimberly; Kaushanskaya, Margarita (2020): Is 10 Better than 1? The Effect of Speaker Variability on Children’s Cross-situational Word Learning. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E120683V1