Is 10 Better than 1? The Effect of Speaker Variability on Children’s Cross-situational Word Learning
Principal Investigator(s): View help for Principal Investigator(s) Kimberly Crespo, University of Wisconsin-Madison; Margarita Kaushanskaya, University of Wisconsin-Madison
Version: View help for Version V1
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text/plain | 11.9 KB | 03/31/2019 07:48:AM |
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Project Citation:
Crespo, Kimberly, and Kaushanskaya, Margarita. Is 10 Better than 1? The Effect of Speaker Variability on Children’s Cross-situational Word Learning. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2020-08-19. https://doi.org/10.3886/E120683V1
Project Description
Summary:
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The current study examined the effect of speaker variability on children’s cross-situational word learning (XSWL). The study also examined the role of bilingual experience and sustained attention. Forty English monolingual children (MeanAge = 5.73 years; SDAge = 1.07) and 40 Spanish-English bilingual children (MeanAge = 5.85 years; SDAge = 0.83) ages 4-7 completed a XSWL task in a Single Speaker Condition and a Multiple Speaker Condition. Results indicated that speaker variability neither facilitated nor hindered XSWL. While monolingual children outperformed bilingual children,speaker-variability effects did not fluctuate across the two language groups. Notably, exposure to multiple speakers facilitated XSWL in children with poorer sustained attention skills, suggesting that variability in the input may be especially useful to children with poorer cognitive processing abilities.
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