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Foundations of Vocabulary : = Does Statistical Segmentation of Events Contribute to Word Learning?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Foundations of Vocabulary :/
其他題名:	Does Statistical Segmentation of Events Contribute to Word Learning?
作者:	Levine, Dani F.
面頁冊數:	1 online resource (94 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: B.
Contained By:	Dissertation Abstracts International79-05B(E).
標題:	Psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355588743

Foundations of Vocabulary : = Does Statistical Segmentation of Events Contribute to Word Learning?
Levine, Dani F.

Foundations of Vocabulary :Does Statistical Segmentation of Events Contribute to Word Learning? - 1 online resource (94 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation evaluates the untested assumption that the individuation of events into units matters for word learning, particularly the learning of terms which map onto relational event units (Gentner & Boroditsky, 2001; Maguire et al., 2006). We predicted that 3-year-old children's statistical action segmentation abilities would relate to their verb comprehension and to their overall vocabulary knowledge (Research Question 1). We also hypothesized that statistical action segmentation would facilitate children's learning of novel verbs (Research Question 2).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355588743Subjects--Topical Terms:

555998
Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Foundations of Vocabulary : = Does Statistical Segmentation of Events Contribute to Word Learning?
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245 1 0 $a Foundations of Vocabulary : $b Does Statistical Segmentation of Events Contribute to Word Learning?
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: B.
500 $a Adviser: Kathy Hirsh-Pasek.
502 $a Thesis (Ph.D.) $c Temple University $d 2017.
504 $a Includes bibliographical references
520 $a This dissertation evaluates the untested assumption that the individuation of events into units matters for word learning, particularly the learning of terms which map onto relational event units (Gentner & Boroditsky, 2001; Maguire et al., 2006). We predicted that 3-year-old children's statistical action segmentation abilities would relate to their verb comprehension and to their overall vocabulary knowledge (Research Question 1). We also hypothesized that statistical action segmentation would facilitate children's learning of novel verbs (Research Question 2).
520 $a Largely confirming our first prediction, children who were better able to statistically segment novel action sequences into reliable units had more sophisticated overall vocabularies and were quicker to select the correct referents of overall vocabulary items and verb vocabulary items; nevertheless, they did not have larger verb vocabularies. Unexpectedly, statistical action segmentation did not facilitate children's learning of verbs for statistically consistent action units. However, children showed greater learning of verbs labeling statistical action part-units than verbs labeling statistical action non-units, providing some evidence for our second prediction. In sum, this dissertation takes an important step towards understanding how event segmentation may contribute to vocabulary acquisition.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 555998
650 4 $a Developmental psychology. $3 557458
650 4 $a Cognitive psychology. $3 556029
650 4 $a Linguistics. $3 557829
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710 2 $a Temple University. $b Psychology. $3 1184046
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