The influence of prosodic stress patterns and semantic depth on novel word learning in typically developing children

Allison Lynn Gladfelter, Purdue University

Abstract

The goal of this study is to investigate the effect of prosodic stress patterns and semantic depth on word learning in preschool-aged children. Twelve preschool-aged children with typically developing speech and language skills participated in a word learning task. Novel words with either a trochaic or iambic prosodic pattern were embedded in two different semantically varied learning conditions, either in children’s stories or picture matching games. Three main analyses were used to measure word learning: semantic comprehension and production probes, phonetic accuracy, and speech motor stability. Results revealed that, similar to what is observed in segmental phonology, frequency and density influence the learnability of prosodic structure. Generally, structures that are in sparser neighborhoods (i.e., iambs) are more learnable than those that are in denser neighborhoods (i.e., trochees). Semantic depth also influences word learning. Words learned within a rich semantic context are initially comprehended and produced similarly to words learned in a sparse semantic context. But, with increased experiences with the novel words, those that are learned in the rich semantic context are produced more accurately than those learned in the sparse semantic context.

Degree

M.S.

Advisors

Goffman, Purdue University.

Subject Area

Speech therapy|Developmental psychology

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