Distribution of words across the first years of life: A longitudinal analysis of everyday language input to three English-learning infants
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A26NWBUL6" target="_blank" >RIV/00216208:11320/25:26NWBUL6 - isvavai.cz</a>
Result on the web
<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85204807189&doi=10.1111%2finfa.12622&partnerID=40&md5=69e5aa704cbdfedf8c1da55b7af6b68a" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85204807189&doi=10.1111%2finfa.12622&partnerID=40&md5=69e5aa704cbdfedf8c1da55b7af6b68a</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1111/infa.12622" target="_blank" >10.1111/infa.12622</a>
Alternative languages
Result language
angličtina
Original language name
Distribution of words across the first years of life: A longitudinal analysis of everyday language input to three English-learning infants
Original language description
Many in-lab studies have demonstrated that the distribution of word learning moments affects the strength and quality of word representations. How are words distributed in speech to children in their daily lives, and how is distribution related to other input characteristics? The present study analyzes transcripts of language input to English-learning infants from three longitudinal, naturalistic corpora captured between 6 and 39 months of age. To describe how word frequency varies across time, we calculated dispersion scores for all word types for each child. Dispersion quantifies the deviation of observed frequencies in each recording session from expected (uniform across sessions) word frequency, providing a measure of how evenly word utterances were spread across sessions. Dispersion is strongly correlated with frequency and moderately correlated with concreteness across all corpora, such that high frequency and low concreteness words are more evenly dispersed. Correlations with measures of age of acquisition (AoA) varied across corpora, and dispersion did not reliably predict AoA above and beyond frequency and concreteness. The contradiction between the current results and results from in-lab experiments is discussed. This study provides a foundation to explore how word learning unfolds across time and contexts in the real world. © 2024 International Congress of Infant Studies.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)
Result continuities
Project
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Continuities
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Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Infancy
ISSN
1525-0008
e-ISSN
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Volume of the periodical
2024
Issue of the periodical within the volume
2024
Country of publishing house
US - UNITED STATES
Number of pages
23
Pages from-to
1-23
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85204807189