Cargando…

The Role of Saliency in Learning First Words

In word learning, one key accomplishment is the reference, that is, the linking of a word to its referent. According to classical theories, the term reference captures a mental event: A person uses a word to mentally recall a concept of an entity (an object or event) in order to bring it into the me...

Descripción completa

Detalles Bibliográficos
Autores principales: Wildt, Eugenia, Rohlfing, Katharina J., Scharlau, Ingrid
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6530140/
https://www.ncbi.nlm.nih.gov/pubmed/31156526
http://dx.doi.org/10.3389/fpsyg.2019.01150
_version_ 1783420563630325760
author Wildt, Eugenia
Rohlfing, Katharina J.
Scharlau, Ingrid
author_facet Wildt, Eugenia
Rohlfing, Katharina J.
Scharlau, Ingrid
author_sort Wildt, Eugenia
collection PubMed
description In word learning, one key accomplishment is the reference, that is, the linking of a word to its referent. According to classical theories, the term reference captures a mental event: A person uses a word to mentally recall a concept of an entity (an object or event) in order to bring it into the mental focus of an interaction. The developmental literature proposes different approaches regarding how children accomplish this link. Although researchers agree that multiple processes (within and across phonological, lexical, and semantic areas) are responsible for word learning, recent research has highlighted the role of saliency and perception as crucial factors in the early phases of word learning. Generally speaking, whereas some approaches to solving the reference problem attribute a greater role to the referent’s properties being salient, others emphasize the social context that is needed to select the appropriate referent. In this review, we aim to systematize terminology and propose that the reason why assessments of the impact of saliency on word learning are controversial is that definitions of the term saliency reveal different weightings of the importance that either perceptual or social stimuli have for the learning process. We propose that defining early word learning in terms of paying attention to salient stimuli is too narrow. Instead, we emphasize that a new link between a word and its referent will succeed if a stimulus is relevant for the child.
format Online
Article
Text
id pubmed-6530140
institution National Center for Biotechnology Information
language English
publishDate 2019
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-65301402019-05-31 The Role of Saliency in Learning First Words Wildt, Eugenia Rohlfing, Katharina J. Scharlau, Ingrid Front Psychol Psychology In word learning, one key accomplishment is the reference, that is, the linking of a word to its referent. According to classical theories, the term reference captures a mental event: A person uses a word to mentally recall a concept of an entity (an object or event) in order to bring it into the mental focus of an interaction. The developmental literature proposes different approaches regarding how children accomplish this link. Although researchers agree that multiple processes (within and across phonological, lexical, and semantic areas) are responsible for word learning, recent research has highlighted the role of saliency and perception as crucial factors in the early phases of word learning. Generally speaking, whereas some approaches to solving the reference problem attribute a greater role to the referent’s properties being salient, others emphasize the social context that is needed to select the appropriate referent. In this review, we aim to systematize terminology and propose that the reason why assessments of the impact of saliency on word learning are controversial is that definitions of the term saliency reveal different weightings of the importance that either perceptual or social stimuli have for the learning process. We propose that defining early word learning in terms of paying attention to salient stimuli is too narrow. Instead, we emphasize that a new link between a word and its referent will succeed if a stimulus is relevant for the child. Frontiers Media S.A. 2019-05-15 /pmc/articles/PMC6530140/ /pubmed/31156526 http://dx.doi.org/10.3389/fpsyg.2019.01150 Text en Copyright © 2019 Wildt, Rohlfing and Scharlau. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Wildt, Eugenia
Rohlfing, Katharina J.
Scharlau, Ingrid
The Role of Saliency in Learning First Words
title The Role of Saliency in Learning First Words
title_full The Role of Saliency in Learning First Words
title_fullStr The Role of Saliency in Learning First Words
title_full_unstemmed The Role of Saliency in Learning First Words
title_short The Role of Saliency in Learning First Words
title_sort role of saliency in learning first words
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6530140/
https://www.ncbi.nlm.nih.gov/pubmed/31156526
http://dx.doi.org/10.3389/fpsyg.2019.01150
work_keys_str_mv AT wildteugenia theroleofsaliencyinlearningfirstwords
AT rohlfingkatharinaj theroleofsaliencyinlearningfirstwords
AT scharlauingrid theroleofsaliencyinlearningfirstwords
AT wildteugenia roleofsaliencyinlearningfirstwords
AT rohlfingkatharinaj roleofsaliencyinlearningfirstwords
AT scharlauingrid roleofsaliencyinlearningfirstwords