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

Name File Type Size Last Modified
AllData.txt text/plain 123 MB 08/19/2020 11:01:AM
BackgroundData_Short.txt text/plain 11.9 KB 03/31/2019 07:48:AM
Crespoetal_XSWL_GCA.R text/x-r-syntax 13.2 KB 08/19/2020 10:59:AM
XSWL_ParentInterview_GCA.xls application/vnd.ms-excel 544.5 KB 08/19/2020 11:02:AM

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:  View help for Summary 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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V1 [2020-08-19]

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