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dc.contributor.authorStorkel, Holly L.
dc.contributor.authorMaekawa, Junko
dc.contributor.authorAschenbrenner, Andrew J.
dc.date.accessioned2016-02-08T21:13:14Z
dc.date.available2016-02-08T21:13:14Z
dc.date.issued2013
dc.identifier.citationStorkel, Holly L., Junko Maekawa, and Andrew J. Aschenbrenner. "The Effect of Homonymy on Learning Correctly Articulated Versus Misarticulated Words." J Speech Lang Hear Res Journal of Speech Language and Hearing Research 56.2 (2013): 694. http://dx.doi.org/10.1044/1092-4388(2012/12-0122).en_US
dc.identifier.urihttp://hdl.handle.net/1808/19926
dc.descriptionThis is the author's accepted manuscript. The original publication is available at http://jslhr.pubs.asha.org/article.aspx?articleid=1795801en_US
dc.description.abstractPurpose The goal of the current study was to examine the effect of homonymy (learning a second meaning for a known word form vs. learning a novel meaning and novel word form) and articulation accuracy (IN vs. OUT sounds) on word learning by preschool children. An added goal was to determine whether word frequency altered the effect of homonymy on word learning.

Method Twenty-nine 3- to 4-year-old children were taught homonyms and novel words. Stimuli further varied in whether homonymy was present in both the adult input and the child's output (as for IN sounds) versus present only in the child's output (as for OUT sounds).

Results For IN sounds, children learned homonyms more rapidly than novel words. Moreover, the homonym advantage was modulated by word frequency, such that children learned a new meaning for a high-frequency word more accurately than they learned a new meaning for a low-frequency word. In contrast, for OUT sounds, there was no evidence that homonymy influenced learning.

Conclusions Homonymy in the adult input facilitates word learning by preschool children, whereas homonymy in the child's output alone does not. This effect is captured in a usage-based model of phonology and the lexicon.
en_US
dc.publisherAmerican Speech-Language-Hearing Associationen_US
dc.titleThe Effect of Homonymy on Learning Correctly Articulated Versus Misarticulated Wordsen_US
dc.typeArticle
kusw.kuauthorStorkel, Holly L.
kusw.kuauthorMaekawa, Junko
kusw.kudepartmentSpeech-Language-Hearingen_US
kusw.kudepartmentBureau of Child Researchen_US
dc.identifier.doi10.1044/1092-4388(2012/12-0122)
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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