Home > Research > Publications & Outputs > Changing Signs

Research

Associated organisational units

Electronic data

Links

Keywords

View graph of relations

Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Published

Standard

Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning. / Brand, James Liam; Monaghan, Padraic John; Walker, Peter.
2018. Paper presented at 40th annual Cognitive Science Society Meeting, Madison, Wisconsin, United States.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Brand, JL, Monaghan, PJ & Walker, P 2018, 'Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning', Paper presented at 40th annual Cognitive Science Society Meeting, Madison, Wisconsin, United States, 25/07/18 - 28/07/18. <https://mindmodeling.org/cogsci2018/papers/0272/index.html>

APA

Brand, J. L., Monaghan, P. J., & Walker, P. (2018). Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning. Paper presented at 40th annual Cognitive Science Society Meeting, Madison, Wisconsin, United States. https://mindmodeling.org/cogsci2018/papers/0272/index.html

Vancouver

Brand JL, Monaghan PJ, Walker P. Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning. 2018. Paper presented at 40th annual Cognitive Science Society Meeting, Madison, Wisconsin, United States.

Author

Brand, James Liam ; Monaghan, Padraic John ; Walker, Peter. / Changing Signs : Testing How Sound-Symbolism Supports Early Word Learning. Paper presented at 40th annual Cognitive Science Society Meeting, Madison, Wisconsin, United States.

Bibtex

@conference{ed90f9717b5c4fc3ab2bcc5818dd966c,
title = "Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning",
abstract = "Learning a language involves learning how to map specific forms onto their associated meanings. Such mappings can utilise arbitrariness and non-arbitrariness, yet, our understanding of how these two systems operate at different stages of vocabulary development is still not fully understood. The Sound-Symbolism Bootstrapping Hypothesis (SSBH) proposes that sound-symbolism is essential for word learning to commence, but empirical evidence of exactly how sound symbolisminfluences language learning is still sparse. It may be the case that sound-symbolism supports acquisition of categories of meaning, or that it enables acquisition of individualized word meanings. In two Experiments where participants learned form-meaning mappings from either sound-symbolic or arbitrary languages, we demonstrate the changing roles of sound-symbolism and arbitrariness for different vocabulary sizes, showing that sound-symbolism provides an advantage for learning of broad categories, which may then transfer to support learning individual words, whereas an arbitrary language impedes acquisition of categories of sound to meaning.",
keywords = "Sound-symbolism, Language learning, VOCABULARY DEVELOPMENT, word learning",
author = "Brand, {James Liam} and Monaghan, {Padraic John} and Peter Walker",
year = "2018",
month = jul,
day = "25",
language = "English",
note = "40th annual Cognitive Science Society Meeting, COGSCI2018 ; Conference date: 25-07-2018 Through 28-07-2018",

}

RIS

TY - CONF

T1 - Changing Signs

T2 - 40th annual Cognitive Science Society Meeting

AU - Brand, James Liam

AU - Monaghan, Padraic John

AU - Walker, Peter

PY - 2018/7/25

Y1 - 2018/7/25

N2 - Learning a language involves learning how to map specific forms onto their associated meanings. Such mappings can utilise arbitrariness and non-arbitrariness, yet, our understanding of how these two systems operate at different stages of vocabulary development is still not fully understood. The Sound-Symbolism Bootstrapping Hypothesis (SSBH) proposes that sound-symbolism is essential for word learning to commence, but empirical evidence of exactly how sound symbolisminfluences language learning is still sparse. It may be the case that sound-symbolism supports acquisition of categories of meaning, or that it enables acquisition of individualized word meanings. In two Experiments where participants learned form-meaning mappings from either sound-symbolic or arbitrary languages, we demonstrate the changing roles of sound-symbolism and arbitrariness for different vocabulary sizes, showing that sound-symbolism provides an advantage for learning of broad categories, which may then transfer to support learning individual words, whereas an arbitrary language impedes acquisition of categories of sound to meaning.

AB - Learning a language involves learning how to map specific forms onto their associated meanings. Such mappings can utilise arbitrariness and non-arbitrariness, yet, our understanding of how these two systems operate at different stages of vocabulary development is still not fully understood. The Sound-Symbolism Bootstrapping Hypothesis (SSBH) proposes that sound-symbolism is essential for word learning to commence, but empirical evidence of exactly how sound symbolisminfluences language learning is still sparse. It may be the case that sound-symbolism supports acquisition of categories of meaning, or that it enables acquisition of individualized word meanings. In two Experiments where participants learned form-meaning mappings from either sound-symbolic or arbitrary languages, we demonstrate the changing roles of sound-symbolism and arbitrariness for different vocabulary sizes, showing that sound-symbolism provides an advantage for learning of broad categories, which may then transfer to support learning individual words, whereas an arbitrary language impedes acquisition of categories of sound to meaning.

KW - Sound-symbolism

KW - Language learning

KW - VOCABULARY DEVELOPMENT

KW - word learning

M3 - Conference paper

Y2 - 25 July 2018 through 28 July 2018

ER -