Word Learning Through Listening: Understanding the Multiple Cues for Successful Naming and Fast Mapping
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This document discusses how words are learned, including through fast mapping and multiple cues. It explains that fast mapping is the implicit and quick linking of a new word to a meaning after little exposure. Children are able to infer the meaning of a new word by process of elimination. Nouns referring to objects are easiest to fast map, while verbs and adjectives are more difficult as they refer to abstract concepts. Successful word learning involves multiple perceptual, social, and linguistic cues, but second language learners with low literacy may have fewer cues available to assist their learning.
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Word Learning Through Listening: Understanding the Multiple Cues for Successful Naming and Fast Mapping
- 1. Word Learning Through Listening Andreas Rohde Universität zu Köln
- 2. Bird What’s in a word?
- 3. Encyclopaedic knowledge A bird is an animal. It has two wings and can fly. Most birds can sing. They lay eggs… Bird What’s in a word? What does it mean to know the word “bird”?
- 4. Encyclopaedic knowledge A bird is an animal. It has two wings and can fly. Most birds can sing. They lay eggs… Bird What’s in a word? What does it mean to know the word “bird”?
- 5. Encyclopaedic knowledge A bird is an animal. It has two wings and can fly. Most birds can sing. They lay eggs… Common collocations Killing two birds with one stone. Birds of a feather flock together. Bird What’s in a word? What does it mean to know the word “bird”?
- 6. Encyclopaedic knowledge A bird is an animal. It has two wings and can fly. Most birds can sing. They lay eggs… Morphological knowledge Bird birds birdy Common collocations Killing two birds with one stone. Birds of a feather flock together. Bird What’s in a word? What does it mean to know the word “bird”?
- 7. Encyclopaedic knowledge A bird is an animal. It has two wings and can fly. Most birds can sing. They lay eggs… Morphological knowledge Bird birds birdy Syntactic knowledge I see a bird. ✔ The shape of this painting looks bird. ✖ Common collocations Killing two birds with one stone. Birds of a feather flock together. Bird What’s in a word? What does it mean to know the word “bird”?
- 8. Encyclopaedic knowledge A bird is an animal. It has two wings and can fly. Most birds can sing. They lay eggs… Morphological knowledge Bird birds birdy Syntactic knowledge I see a bird. ✔ The shape of this painting looks bird. ✖ Common collocations Killing two birds with one stone. Birds of a feather flock together. Personal experience I still remember once being attacked by a dove near the cathedral. Therefore I am afraid of birds. Bird What’s in a word? What does it mean to know the word “bird”?
- 9. Encyclopaedic knowledge A bird is an animal. It has two wings and can fly. Most birds can sing. They lay eggs… Morphological knowledge Bird birds birdy Syntactic knowledge I see a bird. ✔ The shape of this painting looks bird. ✖ Common collocations Killing two birds with one stone. Birds of a feather flock together. Bird Personal experience I still remember once being attacked by a dove near the cathedral. Therefore I am afraid of birds. . . . What’s in a word? What does it mean to know the word “bird”?
- 10. • A person may know some meanings of a word but not all of them. • The colour “blue” What’s in a word? What does it mean to know a word?
- 11. Consider the word “fracking” a) energy extraction b) controversial What’s in a word? What does it mean to know a word?
- 12. • How foreign language learners learn vocabulary • How young children learn words quickly • How children learn most of them just by listening and observing What do researchers try to explain?
- 13. • Some immigrant adults learn words by listening and observing since they may have – little or no literacy – few or none of the metalinguistic word learning strategies How do we learn words? The special case of immigrant adult learners
- 14. A child or an adult learns words explicitly when… • they are directly instructed • they are told to remember both the word form and its meaning How do we learn words? Explicit vs. Implicit learning
- 15. Implicit word learning refers to a process in which the learner acquires a word and its meaning • indirectly • without being instructed • possibly without even noticing that a word and its meaning have been stored How do we learn words? Explicit vs. Implicit learning
- 16. Fast mapping • Implicit learning of new words • The ability to quickly link a word to a meaning or part of a meaning • Learners need to remember new words How do we learn words implicitly? The process of “Fast Mapping”
- 17. Fast mapping denotes the learner’s ability to connect a word with meaning after little exposure How do we learn words implicitly? The process of “Fast Mapping”
- 18. 1. The speed of the mapping process 2. The incomplete nature of the process 3. The implicit nature of naming How do we learn words implicitly? The process of “Fast Mapping”
- 19. The experiment • a child is asked to pick up and bring “the flane” • thus, an object that the child doesn’t know the word for, labelled by a nonce word (e.g. “flane”) • The child infers the name of the intended object by matching the new label with the new object How do we learn words implicitly? An example of “Fast Mapping”
- 20. “Bring me the flane” I know this is a whisk
- 21. “Bring me the flane” I know this is a whisk I know this is a ladle
- 22. I know this is a whisk I know this is a ladle I know this is a spatula “Bring me the flane”
- 23. I know this is a whisk I know this is a ladle I don‘t know this object, so it must be the flane I know this is a spatula “Bring me the flane”
- 24. Even very clever dogs can „disambiguate“, i.e. select an unknown object upon hearing an unknown word: https://www.youtube.com/watch?v=_6479QAJuz8
- 25. • Nouns are more easily fast mapped than verbs or adjectives • Nouns often refer to real-life objects, which are visually clearly delineated. e.g. “apple” How do we learn words implicitly? “Fast Mapping” of nouns
- 26. • The action or situation labelled by a verb has to be abstracted from what is perceived • Temporal component: some actions only last for a very short time e.g. “to run” How do we learn words implicitly? “Fast Mapping” of verbs
- 27. • An adjective refers to just one characteristic of its referent • The characteristic in question must be salient • The learner may have to invest more effort than in object naming How do we learn words implicitly? “Fast Mapping” of adjectives e.g. “red” e.g. “round”
- 28. • A word must be heard 5-16 times to be retained by adolescent learners in a classroom. How often do we have to hear a word before it can be memorized?
- 29. a. Previous knowledge: • The more words from a particular word field the learner has already acquired, the more reliably he/she can “hook” a new word onto these stored words apple What are the prerequisites to learn new words? treered worm to eat
- 30. b. The environment in which words are learned, • the learner has to feel comfortable • not too much information at once What are the prerequisites to learn new words?
- 31. • Introducing new words implicitly may be more challenging (“Look, this is an apple”) • Implicit naming requires joint attention, including shared eye gaze How can we teach new words?
- 32. Perceptual Salience LESLLA Learner What are the multiple cues for successful naming and fast mapping?
- 36. Multiple Cues Perceptual Salience LESLLA Learner Grammar Morphology Eye Gaze Social Contact
- 37. Multiple Cues Perceptual Salience LESLLA Learner Grammar Morphology Temporal Contiguity Eye Gaze Social Contact Word is used in context
- 38. • Do LESLLA learners have all of these cues? • What cues do they have, and how do they use them? Multiple Cues
- 39. • Carey, S. & Bartlett, E., 1978, Acquiring a single new word. Papers and Reports on Child Language Development 15, 17-29. • Hirsh-Pasek, K., Golinkoff, R., Hennon, B. & Maguire, M., n.y., Breaking the word learning barrier: How children learn their first words. http://www.temple.edu/infantlab/download/HirshPasek_BreakingTheWordL earningBarrier.ppt • Hirsh-Pasek, K., Golinkoff, R.M. & Hollich, G., 2000, An emergentist coalition model for word learning. Mapping words to objects is a product of the interaction of multiple cues. In: R.M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L.B. Smith, A.L. Akhtar, M. Tomasello & G. Hollich (eds.), Becoming a Word Learner. A Debate on Lexical Acquisition. Oxford, OUP, 146-164. • Rohde, A., 2005, Lexikalische Prinzipien im Erst- und Zweitsprachenerwerb. Trier: Wissenschaftlicher Verlag Trier. • Tiefenthal, C., 2009, Fast Mapping im natürlichen L2-Erwerb. Trier: Wissenschaftlicher Verlag Trier. References
Hinweis der Redaktion
- CLAUDIA Rechts seht ihr unsere Symbolkarte für zwei verschiedene „Robotersprachen“: Links ist unser „Onset-Rime“ Roboter, rechts der „Einzellautroboter“ Wir haben darauf gezeigt und die Kinder aufgefordert, ein Wort zu zerlegen (entweder in Onset-Rime, oder in Einzellaute) Oder wir/ein Kind hat selbst ein Wort so zerlegt und die anderen sollten herausfinden, was gemeint ist. Für das Wort <knife> (Messer) klang das so: für beide Roboter vormachen!
- CLAUDIA Rechts seht ihr unsere Symbolkarte für zwei verschiedene „Robotersprachen“: Links ist unser „Onset-Rime“ Roboter, rechts der „Einzellautroboter“ Wir haben darauf gezeigt und die Kinder aufgefordert, ein Wort zu zerlegen (entweder in Onset-Rime, oder in Einzellaute) Oder wir/ein Kind hat selbst ein Wort so zerlegt und die anderen sollten herausfinden, was gemeint ist. Für das Wort <knife> (Messer) klang das so: für beide Roboter vormachen!
- CLAUDIA Rechts seht ihr unsere Symbolkarte für zwei verschiedene „Robotersprachen“: Links ist unser „Onset-Rime“ Roboter, rechts der „Einzellautroboter“ Wir haben darauf gezeigt und die Kinder aufgefordert, ein Wort zu zerlegen (entweder in Onset-Rime, oder in Einzellaute) Oder wir/ein Kind hat selbst ein Wort so zerlegt und die anderen sollten herausfinden, was gemeint ist. Für das Wort <knife> (Messer) klang das so: für beide Roboter vormachen!
- CLAUDIA Rechts seht ihr unsere Symbolkarte für zwei verschiedene „Robotersprachen“: Links ist unser „Onset-Rime“ Roboter, rechts der „Einzellautroboter“ Wir haben darauf gezeigt und die Kinder aufgefordert, ein Wort zu zerlegen (entweder in Onset-Rime, oder in Einzellaute) Oder wir/ein Kind hat selbst ein Wort so zerlegt und die anderen sollten herausfinden, was gemeint ist. Für das Wort <knife> (Messer) klang das so: für beide Roboter vormachen!