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Author Storkel, Holly Lynn
Title The influence of phonotactic probability and metacognition on fast mapping
book jacket
Descript 180 p
Note Source: Dissertation Abstracts International, Volume: 59-10, Section: B, page: 5594
Chairperson: Margaret A. Rogers
Thesis (Ph.D.)--University of Washington, 1998
The intent of the current study was to examine the effect of the phonological composition of novel words on lexical acquisition. Specifically, the phonotactic probability (i.e., the probability that a given legal phonological sequence will occur) of 12 nonwords was manipulated to create 6 high probability phonological sequences and 6 low probability phonological sequences. Past research supported conflicting hypotheses regarding which type of phonological sequence would be easier to learn. The nonword pairs (high and low probability) were associated with semantically and visually matched stimuli. The nonwords and pictures were presented in a lecture format to a group of 23 first grade, 20 fourth grade, and 18 seventh grade subjects. Results showed that fourth and seventh grade subjects were 1.5 to 2.1 times more likely to accurately recognize high probability words relative to low probability words. First grade subjects did not show a consistent advantage for either word type
A second aim of the current study was to investigate school-age children's insights into the lexical acquisition process (i.e., metacognition). Methods from adult metacognitive research were adapted to determine if children could accurately predict which novel words they would recognize at later testing. Following exposure to the novel words and a 5-minute filled delay, subjects made judgments-of-learning (JOLs) for each word. JOL predictions were compared to actual performance using measures of relative predictive accuracy (i.e., gamma correlations) and measures of absolute predictive accuracy (i.e., predictions scores, calibration curves). Results showed that first grade subjects were inaccurate in predicting future recognition, whereas fourth and seventh grade subjects were accurate in predicting future recognition
School code: 0250
Host Item Dissertation Abstracts International 59-10B
Subject Language, Linguistics
Psychology, Developmental
Psychology, Cognitive
Alt Author University of Washington
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