Examining the incremental process of word learning: Word-form exposure and retention of new word-referent mappings

Abstract

This study examines the process of learning new word-object mappings and how repeated exposure to word-forms impacts retention. Infants 18- and 24-months-of-age were first exposed to new word-object mappings in a referent selection task. To examine the influence of extra word repetitions on retention, newly mapped word-forms were repeated in a preferential listening task prior to a delayed retention test. Retention was tested in an object selection task. Consistent with prior work, infants performed very well on novel referent selection yet demonstrated a novelty bias on known referent selection trials that was especially prominent in the younger age group. There were no differences in listening times across age groups during the preferential listening task. However, there was some evidence that longer listening time predicted retention. As a group, 24-month-olds showed above chance retention of word-object mappings created during referent selection – an ability rarely seen at this age. This suggests additional exposure to word-forms after mapping may increase learning, at least in 24-month-old children. These findings both replicate prior work on children’s referent selection abilities and highlight the incremental and cascading nature of the processes that strengthen new word-object mappings over repetition and development.

Keywords

• referent selection
• word learning
• auditory familiarization