{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113337"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113337","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"3- to 4-year-old children adapt to recent experience to learn novel words","abstract":"\"Infants and young children can use linguistic context to infer the meaning of novel words, and they can also adjust their expectations about the current linguistic context based on recent linguistic input. Havron et al. (2019) were the first to show that preschool children can use recently adapted expectations about the usage of a familiar phrase to guide word learning. The current study adopted their design and replicated this finding in English-speaking children. We used an ambiguous English phrase, the baby, that can be followed by nouns (e.g., \"\"the baby monkeys\"\") or by verbs (e.g., \"\"the baby sleeps\"\") and thus creates ambiguity when followed by made-up words (e.g., \"\"the baby gorps\"\"). 3- to 4-year-olds were first exposed to induction trials in which the critical phrase the baby was consistently followed by familiar nouns (the noun condition) or by familiar verbs (the verb condition). Later, when they heard the critical phrase followed by novel words during the test phase, children in the verb condition were more likely to interpret the novel words as verbs than were children in the noun condition, suggesting that their adapted expectations influenced word learning. Moreover, the current study had a baseline condition in addition to Havron et al.'s (2019) original design, in which children did not receive any exposure to the critical phrase until the test phase. Comparisons between the baseline condition and the noun and verb conditions revealed that only children in the verb condition showed the induction effect; children in the noun and baseline conditions did not differ in their interpretations of the novel words. We discuss two possible mechanisms underlying our findings and propose directions for future research.\"","abstract_html":""Infants and young children can use linguistic context to infer the meaning of novel words, and they can also adjust their expectations about the current linguistic context based on recent linguistic input. Havron et al. (2019) were the first to show that preschool children can use recently adapted expectations about the usage of a familiar phrase to guide word learning. The current study adopted their design and replicated this finding in English-speaking children. We used an ambiguous English phrase, the baby, that can be followed by nouns (e.g., ""the baby monkeys"") or by verbs (e.g., ""the baby sleeps"") and thus creates ambiguity when followed by made-up words (e.g., ""the baby gorps""). 3- to 4-year-olds were first exposed to induction trials in which the critical phrase the baby was consistently followed by familiar nouns (the noun condition) or by familiar verbs (the verb condition). Later, when they heard the critical phrase followed by novel words during the test phase, children in the verb condition were more likely to interpret the novel words as verbs than were children in the noun condition, suggesting that their adapted expectations influenced word learning. Moreover, the current study had a baseline condition in addition to Havron et al.'s (2019) original design, in which children did not receive any exposure to the critical phrase until the test phase. Comparisons between the baseline condition and the noun and verb conditions revealed that only children in the verb condition showed the induction effect; children in the noun and baseline conditions did not differ in their interpretations of the novel words. We discuss two possible mechanisms underlying our findings and propose directions for future research."","abstract_has_math":false,"creators":["Yu, Yukun"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Fisher, Cynthia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:56:13Z","date_published":"2022-01-12T22:56:13Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Adaptation","language acquisition","word learning","children","ambiguity"],"languages":["en"],"rights":["Copyright 2021 Yukun Yu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113337","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fisher, Cynthia"]},{"key":"dc:creator","label":"Author","values":["Yu, Yukun"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:56:13Z","2024-01-12T22:56:20Z","2021-07-20","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adaptation","language acquisition","word learning","children","ambiguity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Yukun Yu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113337"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Infants and young children can use linguistic context to infer the meaning of novel words, and they can also adjust their expectations about the current linguistic context based on recent linguistic input. Havron et al. (2019) were the first to show that preschool children can use recently adapted expectations about the usage of a familiar phrase to guide word learning. The current study adopted their design and replicated this finding in English-speaking children. We used an ambiguous English phrase, the baby, that can be followed by nouns (e.g., \"\"the baby monkeys\"\") or by verbs (e.g., \"\"the baby sleeps\"\") and thus creates ambiguity when followed by made-up words (e.g., \"\"the baby gorps\"\"). 3- to 4-year-olds were first exposed to induction trials in which the critical phrase the baby was consistently followed by familiar nouns (the noun condition) or by familiar verbs (the verb condition). Later, when they heard the critical phrase followed by novel words during the test phase, children in the verb condition were more likely to interpret the novel words as verbs than were children in the noun condition, suggesting that their adapted expectations influenced word learning. Moreover, the current study had a baseline condition in addition to Havron et al.'s (2019) original design, in which children did not receive any exposure to the critical phrase until the test phase. Comparisons between the baseline condition and the noun and verb conditions revealed that only children in the verb condition showed the induction effect; children in the noun and baseline conditions did not differ in their interpretations of the novel words. We discuss two possible mechanisms underlying our findings and propose directions for future research.\"","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Yukun Yu, accepted the attached license on 2021-07-19 at 15:03.","The student, Yukun Yu, submitted this Thesis for approval on 2021-07-19 at 15:20.","This Thesis was approved for publication on 2021-07-20 at 10:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17013 on 2022-01-12 at 13:05:19","Made available in DSpace on 2022-01-12T22:56:13Z (GMT). No. of bitstreams: 2 YU-THESIS-2021.pdf: 1071297 bytes, checksum: 8e367cd5c4b6d33a1a599d156f8d6172 (MD5) LICENSE.txt: 4205 bytes, checksum: 47385af0e00dc754bb99ec118a9703b0 (MD5) Previous issue date: 2021-07-20","Embargo set by: Seth Robbins for item 121266 Lift date: 2024-01-12T22:56:20Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["3- to 4-year-old children adapt to recent experience to learn novel words"]}]}],"canonical_facts":{"dc:contributor":["Fisher, Cynthia"],"dc:creator":["Yu, Yukun"],"dc:date":["2022-01-12T22:56:13Z","2024-01-12T22:56:20Z","2021-07-20","2021-08"],"dc:description":["\"Infants and young children can use linguistic context to infer the meaning of novel words, and they can also adjust their expectations about the current linguistic context based on recent linguistic input. Havron et al. (2019) were the first to show that preschool children can use recently adapted expectations about the usage of a familiar phrase to guide word learning. The current study adopted their design and replicated this finding in English-speaking children. We used an ambiguous English phrase, the baby, that can be followed by nouns (e.g., \"\"the baby monkeys\"\") or by verbs (e.g., \"\"the baby sleeps\"\") and thus creates ambiguity when followed by made-up words (e.g., \"\"the baby gorps\"\"). 3- to 4-year-olds were first exposed to induction trials in which the critical phrase the baby was consistently followed by familiar nouns (the noun condition) or by familiar verbs (the verb condition). Later, when they heard the critical phrase followed by novel words during the test phase, children in the verb condition were more likely to interpret the novel words as verbs than were children in the noun condition, suggesting that their adapted expectations influenced word learning. Moreover, the current study had a baseline condition in addition to Havron et al.'s (2019) original design, in which children did not receive any exposure to the critical phrase until the test phase. Comparisons between the baseline condition and the noun and verb conditions revealed that only children in the verb condition showed the induction effect; children in the noun and baseline conditions did not differ in their interpretations of the novel words. We discuss two possible mechanisms underlying our findings and propose directions for future research.\"","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Yukun Yu, accepted the attached license on 2021-07-19 at 15:03.","The student, Yukun Yu, submitted this Thesis for approval on 2021-07-19 at 15:20.","This Thesis was approved for publication on 2021-07-20 at 10:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17013 on 2022-01-12 at 13:05:19","Made available in DSpace on 2022-01-12T22:56:13Z (GMT). No. of bitstreams: 2 YU-THESIS-2021.pdf: 1071297 bytes, checksum: 8e367cd5c4b6d33a1a599d156f8d6172 (MD5) LICENSE.txt: 4205 bytes, checksum: 47385af0e00dc754bb99ec118a9703b0 (MD5) Previous issue date: 2021-07-20","Embargo set by: Seth Robbins for item 121266 Lift date: 2024-01-12T22:56:20Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113337"],"dc:language":["en"],"dc:rights":["Copyright 2021 Yukun Yu"],"dc:subject":["Adaptation","language acquisition","word learning","children","ambiguity"],"dc:title":["3- to 4-year-old children adapt to recent experience to learn novel words"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}