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dc.contributor.authorStorkel, Holly L.
dc.contributor.authorBontempo, Daniel E.
dc.contributor.authorAschenbrenner, Andrew J.
dc.contributor.authorMaekawa, Junko
dc.contributor.authorLee, Su-Yeon
dc.identifier.citationStorkel, H. L., D. E. Bontempo, A. J. Aschenbrenner, J. Maekawa, and S.-Y. Lee. "The Effect of Incremental Changes in Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children." Journal of Speech, Language, and Hearing Research 56.5 (2013): 1689-700.
dc.descriptionThis is the author's accepted manuscript. The original publication is available at
dc.description.abstractPurpose. Phonotactic probability or neighborhood density have predominately been defined using gross distinctions (i.e., low vs. high). The current studies examined the influence of finer changes in probability (Experiment 1) and density (Experiment 2) on word learning.

Method. The full range of probability or density was examined by sampling five nonwords from each of four quartiles. Three- and 5-year-old children received training on nonword-nonobject pairs. Learning was measured in a picture-naming task immediately following training and 1-week after training. Results were analyzed using multi-level modeling.

Results. A linear spline model best captured nonlinearities in phonotactic probability. Specifically word learning improved as probability increased in the lowest quartile, worsened as probability increased in the midlow quartile, and then remained stable and poor in the two highest quartiles. An ordinary linear model sufficiently described neighborhood density. Here, word learning improved as density increased across all quartiles.

Conclusion. Given these different patterns, phonotactic probability and neighborhood density appear to influence different word learning processes. Specifically, phonotactic probability may affect recognition that a sound sequence is an acceptable word in the language and is a novel word for the child, whereas neighborhood density may influence creation of a new representation in long-term memory.
dc.publisherAmerican Speech-Language-Hearing Associationen_US
dc.subjectWord learningen_US
dc.subjectPhonotactic probabilityen_US
dc.subjectNeighbourhood densityen_US
dc.subjectSpline regressionen_US
dc.titleThe effect of incremental changes in phonotactic probability and neighborhood density on word learning by preschool childrenen_US
kusw.kuauthorStorkel, Holly L.
kusw.kuauthorMaekawa, Junko
kusw.kudepartmentBureau of Child Researchen_US
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.

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