1/4/2023 0 Comments Simple word vs wordIn §4 we review the two papers of the theme issue that focus on neuroimaging, and in §5 we introduce three papers relating word learning to more general models of memory. In §3 we describe two papers dealing with the influence of reading skills in word learning, both for children and adults. We begin in §2 with three papers that cover the state of the art in developmental research, looking at infancy, lexical-semantic learning and bilingual acquisition. We introduce the papers that comprise the theme issue in four sections. Our theme issue is intended to draw together a range of perspectives on word learning, in order to facilitate interactions between the many different approaches, to present a comprehensive review of the state of word-learning research and to begin to answer the questions posed above. These divisions are undoubtedly beneficial, but come with a potential cost if researchers in different areas lose sight of the developments in their neighbouring fields. Finally, researchers have tried to address the relevance of models of general memory to the acquisition process. Neuroimaging methods have matured, leading to new means of addressing the changes that take place in the brain as people learn new words. Developmental research investigating children's learning remains at the core, but researchers in adult psycholinguistics have become more interested in vocabulary acquisition, from the point of view of first and second language learning, and as a means of refining models of word processing in its ‘steady state’. In the last few years, research on word learning has advanced and diverged in several ways. 2008)? More importantly, what can we learn about children's vocabulary acquisition by looking at vocabulary acquisition in different ways, or by examining parallels with or divergences from other components of cognition? But is it really the case that adults learn words in different ways when they encounter a second language, or a new word in their first language? And equally, is our remarkable capacity for learning words any different from our learning capacities for other entities such as visual scenes, where once again retention can be striking (e.g. The unchallenged supremacy of young humans as word learners has to some extent encouraged researchers to study infant and child word learning in isolation, and to treat the mechanisms of word learning as distinct from other components of mental computation. Furthermore, word learning often appears swift and effortless, as exemplified by the fast-mapping phenomenon ( Carey & Bartlett 1978) in which young children associate novel words and concepts within a small number of presentations. #SIMPLE WORD VS WORD PLUS#By early adulthood, first language speakers will know at least 20 000 base words plus their morphologically complex forms, and some estimates suggest a far higher figure. Humans are phenomenally good at learning words, far exceeding the capabilities of other primates in this respect. Word learning is a fundamental building block in the acquisition of language, and has often been identified as one of the ‘special’ components of language (e.g.
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