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Creel, S. C. (2014). Preschoolers’ flexible use of talker information during word learning. Journal of Memory and Language, 73, 81–98.
abstract Previous research suggests that preschool-aged children use novel information about talkers’ preferences (e.g. favorite colors) to guide on-line language processing. But can children encode information about talkers while simultaneously learning new words, and if so, how is talker information encoded? In five experiments, children learned pairs of early-overlapping words (geeb, geege); a particular talker spoke each word. Across experiments, children learned labels for novel referents, showing an advantage for original-voice repetitions of words which appeared to stem mainly from semantic person-referent mappings (who liked what referent). Specifically, children looked to voice-matched referents when a talker asked for their own favorite (‘‘I want to see the geege’’) or when the liker was unspecified (‘‘Point to the geege’’), but they looked to voice-mismatched referents when a talker asked on behalf of the other talker (‘‘Conor wants to see the geege’’). Initial looks to voice-matched referents were flexibly corrected when later information became available (Anna saying ‘‘Find the geege for Conor’’). Voice-matching looks vanished when talkers labeled the other talker’s favorite referent during learning, possibly because children had learned two conflicting person-referent mappings: Anna-likes-geeb vs. Anna-talks-about-geege. Results imply that children’s language input may be conditioned on talker context quite early in language learning.
Creel, S. C. (2014). Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children’s Word-Learning. Language Learning and Development, 10(1), 68–95. doi:10.1080/15475441.2013.803871
Many studies have examined language acquisition under morphosyntactic or semantic inconsistency, but few have considered word-form inconsistency. Many young learners encounter word-form inconsistency due to accent variation in their communities. The current study asked how preschoolers recognize accent-variants of newly learned words. Can preschoolers generalize recognition based on partial match to the learned form? When learning in two accents simultaneously, do children ignore inconsistent elements, or encode two word forms (one per accent)? Three- to five-year-olds learned words in a novel-word learning paradigm but did not generalize to new accent-like pronunciations (Experiment 1) unless familiar-word recognition trials were interspersed (Experiments 3 and 4), which apparently generated a familiar-word-recognition pragmatic context. When exposure included two accent-variants per word, children were less accurate (Experiment 2) and slower to look to referents (Experiments 2, 5) relative to one-accent learning. Implications for language learning and accent processing over development are discussed.

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    In everyday life there is a boundary between our bodies and the external environment. Is this perceived boundary fixed or can it be altered? What happens to your body perception when you use a tool? What about when you immersed in virtual reality? The Cognitive Neuroscience and Neuropsychology Lab ( ...
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  • Brain Development and Cognitive Function in Children
    The Center for Human Development (CHD) at UCSD conducts research projects focusing on factors that influence developing minds and personalities. For example, researchers at the CHD ask questions like how and why do we become individuals? What role is played by our experiences? By our genes? How does developing behavior ...
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  • Space, Time, and Gesture
    While it is clear that people around the world talk and think about time in terms of spatial concepts, many questions remain regarding the link between spatial and temporal concepts. The Embodied Cognition lab is interested in understanding cognition from the perspective of the embodied mind, investigating how the peculiarities ...
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  • Brain Mechanisms Meditating Attentional Sets and Navigational Decisions
    Movement through the environment demands constant change in how we take in information (our attentional set) and how we use that information to make decisions. The Nitz laboratory studies this dynamic process at its core, by directly examining the neural substrates of attention and spatial cognition through multiple single neuron ...
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  • Language Development and Remediation in Children
    We are evaluating two interventions for dyslexia that involve training the temporal dynamics of the visual system (magnocellular pathway) and the auditory system, and whether the two interventions together have super-additive effects. As a Research Assistant, you would be traveling to one or two of five participating local elementary schools ...
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  • Cognitive Processes
    “Raednig thees wrods semes to be esaeir tahn you mgiht hvae tohuhgt; waht colud epxlian tihs?” Could you read the sentence above? Having any trouble understanding or recognizing these words? How possible it could be to understand such a sentence, with/without recognize words? What could you explain your effortless ability ...
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