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Early auditory-semantic integration and organization : = Behavioral and electrophysiological evidence.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Early auditory-semantic integration and organization :/
Reminder of title:	Behavioral and electrophysiological evidence.
Author:	Hendrickson, Kristi.
Description:	1 online resource (151 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Subject:	Language. -
Online resource:	click for full text (PQDT)
ISBN:	9781339932316

Early auditory-semantic integration and organization : = Behavioral and electrophysiological evidence.
Hendrickson, Kristi.

Early auditory-semantic integration and organization :Behavioral and electrophysiological evidence. - 1 online resource (151 pages)

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ph.D.)--University of California, San Diego, 2016.

Includes bibliographical references

At its core, word learning and recognition concerns a relation between a low-level acoustic signal and a high-level semantic representation. Fundamental to the study of the early lexical-semantic system is the manner and degree to which the acoustic signal activates the semantic representation, and how meanings associated with words relate to one another. An implicit notion in the developmental literature is that upon hearing a word, young children activate the corresponding semantic representation in a dichotomous fashion --- i.e., the semantic representation is either activated resulting in word recognition or not activated resulting in lack of recognition. Further, it is not entirely known the degree to which very young children appreciate that word referents are meaningfully related.

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

Mode of access: World Wide Web

ISBN: 9781339932316Subjects--Topical Terms:

571568
Language.
Index Terms--Genre/Form:

554714
Electronic books.

Early auditory-semantic integration and organization : = Behavioral and electrophysiological evidence.
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100 1 $a Hendrickson, Kristi. $3 1186564
245 1 0 $a Early auditory-semantic integration and organization : $b Behavioral and electrophysiological evidence.
264 0 $c 2016
300 $a 1 online resource (151 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Margaret Friend.
502 $a Thesis (Ph.D.)--University of California, San Diego, 2016.
504 $a Includes bibliographical references
520 $a At its core, word learning and recognition concerns a relation between a low-level acoustic signal and a high-level semantic representation. Fundamental to the study of the early lexical-semantic system is the manner and degree to which the acoustic signal activates the semantic representation, and how meanings associated with words relate to one another. An implicit notion in the developmental literature is that upon hearing a word, young children activate the corresponding semantic representation in a dichotomous fashion --- i.e., the semantic representation is either activated resulting in word recognition or not activated resulting in lack of recognition. Further, it is not entirely known the degree to which very young children appreciate that word referents are meaningfully related.
520 $a To date, models of early auditory-semantic processing are primarily based on studies of meaningful relations between words and referents. However, lexical information (i.e., words) is not the only type of auditory input that is meaningful --- environmental sounds (e.g., dog barking or pen scribbling ) are nonverbal yet complex sounds that carry deep semantic associations with a corresponding referent. Therefore, a thorough investigation into the fundamental relation between acoustic signals and meaning requires an understanding of how meaning is associated with both lexical and non-lexical sounds.
520 $a A series of four studies with toddlers and adults are presented to investigate three related issues in the study of early auditory-semantic development: 1.) Is lexical knowledge dichotomous or continuous? 2.) How is lexical information semantically processed and organized? 3.) To what degree is such processing specific to language?
520 $a In the first set of studies, Chapters 2 and 3 present behavioral evidence that early word recognition is not binary, but instead graded, and partial knowledge plays a role in future learning. In the second set of studies, Chapters 4 and 5 replicate and extend findings that suggest the lexical-semantic system is organized as an interconnected semantic network both early in life and into adulthood. Further, these chapters present evidence that the electrophysiological markers of semantic processing are present during environmental sound processing in toddlers and adults, however words and environmental sounds appear to be organized somewhat differently, with a more consistent fine-grained structure for words compared to environmental sounds. Together, these studies provide behavioral and electrophysiological evidence to further our understanding of the nature of the early auditory-semantic system.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Language. $3 571568
650 4 $a Cognitive psychology. $3 556029
655 7 $a Electronic books. $2 local $3 554714
690 $a 0679
690 $a 0633
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, San Diego. $b Language and Communicative Disorders. $3 1186565
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10137538 $z click for full text (PQDT)