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Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming
Author(s) -
Willits Jon A.,
Wojcik Erica H.,
Seidenberg Mark S.,
Saffran Jenny R.
Publication year - 2013
Publication title -
infancy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.361
H-Index - 69
eISSN - 1532-7078
pISSN - 1525-0008
DOI - 10.1111/infa.12026
Subject(s) - psychology , priming (agriculture) , semantic memory , lexico , cognitive psychology , stimulus (psychology) , sentence , cognition , linguistics , natural language processing , computer science , philosophy , botany , germination , neuroscience , biology
Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledge is difficult to study, in part because it is difficult to assess young children's lexical semantic representations. In our studies, we solved this problem by investigating lexical semantic knowledge in 24‐month‐olds using the Head‐turn Preference Procedure. In Experiment 1, looking times to a repeating spoken word stimulus (e.g., kitty‐kitty‐kitty ) were shorter for trials preceded by a semantically related word (e.g., dog‐dog‐dog ) than trials preceded by an unrelated word (e.g., juice‐juice‐juice ). Experiment 2 yielded similar results using a method in which pairs of words were presented on the same trial. The studies provide evidence that young children activate of lexical semantic knowledge, and critically, that they do so in the absence of visual referents or sentence contexts. Auditory lexical priming is a promising technique for studying the development and structure of semantic knowledge in young children.