Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning

Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. Thi...
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Autor*in:	Zhao, Libo [verfasserIn] Packard, Stephanie [verfasserIn] McMurray, Bob [verfasserIn] Gupta, Prahlad [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2018

Schlagwörter:	Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling

Übergeordnetes Werk:	Enthalten in: Cognition - Amsterdam [u.a.] : Elsevier Science, 1972, 190, Seite 42-60
Übergeordnetes Werk:	volume:190 ; pages:42-60

DOI / URN:	10.1016/j.cognition.2018.12.004

Katalog-ID:	ELV002405482

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520			\|a Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning.
650		4	\|a Word learning
650		4	\|a Semantics
650		4	\|a Phonology
650		4	\|a Phonological word form
650		4	\|a Word form learning
650		4	\|a Nonword learning
650		4	\|a Similarity
650		4	\|a Real time processing
650		4	\|a Neural network modeling
700	1		\|a Packard, Stephanie \|e verfasserin \|4 aut
700	1		\|a McMurray, Bob \|e verfasserin \|4 aut
700	1		\|a Gupta, Prahlad \|e verfasserin \|4 aut
773	0	8	\|i Enthalten in \|t Cognition \|d Amsterdam [u.a.] : Elsevier Science, 1972 \|g 190, Seite 42-60 \|h Online-Ressource \|w (DE-627)30665461X \|w (DE-600)1499940-7 \|w (DE-576)081984820 \|x 1873-7838 \|7 nnns
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936	b	k	\|a 77.00 \|j Psychologie: Allgemeines
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publishDate	2018
allfields	10.1016/j.cognition.2018.12.004 doi (DE-627)ELV002405482 (ELSEVIER)S0010-0277(18)30312-3 DE-627 ger DE-627 rda eng 150 DE-600 LING DE-30 fid 77.00 bkl Zhao, Libo verfasserin aut Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning 2018 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning. Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling Packard, Stephanie verfasserin aut McMurray, Bob verfasserin aut Gupta, Prahlad verfasserin aut Enthalten in Cognition Amsterdam [u.a.] : Elsevier Science, 1972 190, Seite 42-60 Online-Ressource (DE-627)30665461X (DE-600)1499940-7 (DE-576)081984820 1873-7838 nnns volume:190 pages:42-60 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 77.00 Psychologie: Allgemeines AR 190 42-60
spelling	10.1016/j.cognition.2018.12.004 doi (DE-627)ELV002405482 (ELSEVIER)S0010-0277(18)30312-3 DE-627 ger DE-627 rda eng 150 DE-600 LING DE-30 fid 77.00 bkl Zhao, Libo verfasserin aut Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning 2018 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning. Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling Packard, Stephanie verfasserin aut McMurray, Bob verfasserin aut Gupta, Prahlad verfasserin aut Enthalten in Cognition Amsterdam [u.a.] : Elsevier Science, 1972 190, Seite 42-60 Online-Ressource (DE-627)30665461X (DE-600)1499940-7 (DE-576)081984820 1873-7838 nnns volume:190 pages:42-60 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 77.00 Psychologie: Allgemeines AR 190 42-60
allfields_unstemmed	10.1016/j.cognition.2018.12.004 doi (DE-627)ELV002405482 (ELSEVIER)S0010-0277(18)30312-3 DE-627 ger DE-627 rda eng 150 DE-600 LING DE-30 fid 77.00 bkl Zhao, Libo verfasserin aut Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning 2018 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning. Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling Packard, Stephanie verfasserin aut McMurray, Bob verfasserin aut Gupta, Prahlad verfasserin aut Enthalten in Cognition Amsterdam [u.a.] : Elsevier Science, 1972 190, Seite 42-60 Online-Ressource (DE-627)30665461X (DE-600)1499940-7 (DE-576)081984820 1873-7838 nnns volume:190 pages:42-60 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 77.00 Psychologie: Allgemeines AR 190 42-60
allfieldsGer	10.1016/j.cognition.2018.12.004 doi (DE-627)ELV002405482 (ELSEVIER)S0010-0277(18)30312-3 DE-627 ger DE-627 rda eng 150 DE-600 LING DE-30 fid 77.00 bkl Zhao, Libo verfasserin aut Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning 2018 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning. Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling Packard, Stephanie verfasserin aut McMurray, Bob verfasserin aut Gupta, Prahlad verfasserin aut Enthalten in Cognition Amsterdam [u.a.] : Elsevier Science, 1972 190, Seite 42-60 Online-Ressource (DE-627)30665461X (DE-600)1499940-7 (DE-576)081984820 1873-7838 nnns volume:190 pages:42-60 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 77.00 Psychologie: Allgemeines AR 190 42-60
allfieldsSound	10.1016/j.cognition.2018.12.004 doi (DE-627)ELV002405482 (ELSEVIER)S0010-0277(18)30312-3 DE-627 ger DE-627 rda eng 150 DE-600 LING DE-30 fid 77.00 bkl Zhao, Libo verfasserin aut Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning 2018 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning. Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling Packard, Stephanie verfasserin aut McMurray, Bob verfasserin aut Gupta, Prahlad verfasserin aut Enthalten in Cognition Amsterdam [u.a.] : Elsevier Science, 1972 190, Seite 42-60 Online-Ressource (DE-627)30665461X (DE-600)1499940-7 (DE-576)081984820 1873-7838 nnns volume:190 pages:42-60 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 77.00 Psychologie: Allgemeines AR 190 42-60
language	English
source	Enthalten in Cognition 190, Seite 42-60 volume:190 pages:42-60
sourceStr	Enthalten in Cognition 190, Seite 42-60 volume:190 pages:42-60
format_phy_str_mv	Article
bklname	Psychologie: Allgemeines
institution	findex.gbv.de
topic_facet	Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling
dewey-raw	150
isfreeaccess_bool	false
container_title	Cognition
authorswithroles_txt_mv	Zhao, Libo @@aut@@ Packard, Stephanie @@aut@@ McMurray, Bob @@aut@@ Gupta, Prahlad @@aut@@
publishDateDaySort_date	2018-01-01T00:00:00Z
hierarchy_top_id	30665461X
dewey-sort	3150
id	ELV002405482
language_de	englisch
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author	Zhao, Libo
spellingShingle	Zhao, Libo ddc 150 fid LING bkl 77.00 misc Word learning misc Semantics misc Phonology misc Phonological word form misc Word form learning misc Nonword learning misc Similarity misc Real time processing misc Neural network modeling Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning
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topic_title	150 DE-600 LING DE-30 fid 77.00 bkl Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning Word learning Semantics Phonology Phonological word form Word form learning Nonword learning Similarity Real time processing Neural network modeling
topic	ddc 150 fid LING bkl 77.00 misc Word learning misc Semantics misc Phonology misc Phonological word form misc Word form learning misc Nonword learning misc Similarity misc Real time processing misc Neural network modeling
topic_unstemmed	ddc 150 fid LING bkl 77.00 misc Word learning misc Semantics misc Phonology misc Phonological word form misc Word form learning misc Nonword learning misc Similarity misc Real time processing misc Neural network modeling
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title	Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning
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title_full	Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning
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title_sort	similarity of referents influences the learning of phonological word forms: evidence from concurrent word learning
title_auth	Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning
abstract	Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning.
abstractGer	Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning.
abstract_unstemmed	Although it is well accepted that various components of words (e.g., phonological word forms, and semantics) interact with each other during processing, it is less clear whether semantics and phonology interact with each other during word learning in the sense of affecting each other’s learning. This study employed three behavioral experiments as well as computational simulations to shed light on this issue by examining whether semantic similarity, operationalized as visual referent similarity, influences the learning of phonological word forms. Experiment 1 demonstrated an effect that would typically be interpreted as an effect of similarity on phonological learning, employing the commonly used naming task. We discuss how such results are confounded by at-test competition effects that can arise directly from the explicit presentation of similar referents, or indirectly from their re-activation even without explicit presentation. Experiments 2 and 3 used a stem completion test and a recognition from mispronunciation test to control for direct effects of competition, and still found effects of similarity on performance. A neural network model of word learning simulated the behavioral results, with analysis of the model confirming a genuine effect of referent similarity on phonological learning even when controlling for both direct and indirect at-test similarity effects. Together these results provide converging evidence that phonological word form learning is affected by referent similarity, suggesting that semantics and phonology interact with each other during learning.
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title_short	Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning
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up_date	2024-07-07T00:37:09.420Z
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Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning

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