Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - All the Right Noises
T2 - Background Variability Helps Early Word Learning
AU - Twomey, Katherine Elizabeth
AU - Ma, Lizhi
AU - Westermann, Gert
PY - 2018/5/1
Y1 - 2018/5/1
N2 - Variability is prevalent in early language acquisition, but, whether it supports or hinders learning is unclear; while target variability has been shown to facilitate word learning, variability in competitor items has been shown to make the task harder. Here, we tested whether background variability could boost learning in a referent selection task. Two groups of 2-year-old children saw arrays of one novel and two known objects on a screen, and they heard a novel or known label. Stimuli were identical across conditions, with the exception that in the constant color condition objects appeared on a uniform white background, and in the variable color condition backgrounds were different, uniform colors. At test, only children in the variable condition showed evidence of retaining label-object associations. These data support findings from the adult memory literature, which suggest that variability supports learning by decontextualizing representations. We argue that these data are consistent with dynamic systems accounts of learning in which low-level entropy adds sufficient noise to the developmental system to precipitate a change in behavior.
AB - Variability is prevalent in early language acquisition, but, whether it supports or hinders learning is unclear; while target variability has been shown to facilitate word learning, variability in competitor items has been shown to make the task harder. Here, we tested whether background variability could boost learning in a referent selection task. Two groups of 2-year-old children saw arrays of one novel and two known objects on a screen, and they heard a novel or known label. Stimuli were identical across conditions, with the exception that in the constant color condition objects appeared on a uniform white background, and in the variable color condition backgrounds were different, uniform colors. At test, only children in the variable condition showed evidence of retaining label-object associations. These data support findings from the adult memory literature, which suggest that variability supports learning by decontextualizing representations. We argue that these data are consistent with dynamic systems accounts of learning in which low-level entropy adds sufficient noise to the developmental system to precipitate a change in behavior.
KW - Word learning
KW - Fast mapping
KW - Variability
KW - Entropy
KW - Dynamic systems
KW - Cognitive development
U2 - 10.1111/cogs.12539
DO - 10.1111/cogs.12539
M3 - Journal article
C2 - 28940612
VL - 42 Suppl 2
SP - 413
EP - 438
JO - Cognitive Science
JF - Cognitive Science
SN - 0364-0213
IS - Suppl. 2
ER -