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J.S.S INSTITUTE OF SPEECH AND HEARING

This study explores the fast mapping skills in Kannada speaking children to understand their ability to access information in lexical memory. The findings show that children's ability to fast map increases with age, resulting in an increase in their receptive and productive vocabulary. The study also examines the retention of target words over multiple sessions.

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J.S.S INSTITUTE OF SPEECH AND HEARING

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  1. J.S.S INSTITUTE OF SPEECH AND HEARING FASTMAPPING SKILLS IN THE DEVELOPING LEXICON IN KANNADA SPEAKING CHILDREN AUTHORS: Deepthi M., Trupthi. T., Shwetha M.P. Nikhil Mathur & Deepa M. S II Msc. IV sem [Speech & Hearing] JSSISH

  2. INTRODUCTION.. Learning to talk is a relatively orderly process, …not all children acquire all language ability in the same order and at identical speed. There is individual variation.

  3. COMPONENTS OF LANGUAGE

  4. W O R D L E A R N I N G RECEPTION EXPRESSION

  5. RECEPTIVE VOCABULARY

  6. EXPRESSIVE VOCABULARY

  7. There are several ways in which young children are believed to be so good at learning (Rice and Watkins, 1996). One way is with a process known as.. “FAST MAPPING” [Crais, 1992; Dollaghan, 1985; Heibeck and Markman 1987]

  8. Fast mapping (definition) “A lexical acquisition strategy in which a listener rapidly constructs a representation of an unfamiliar word on the basis of a single exposure to it. This initial representation might contain information on semantic, phonological, or syntactic characteristics of the new lexical item, as well as non-linguistic information related to the situation in which it is encountered.” -Dollaghan (1987)

  9. Carey and Bartlett (1978) first documented the phenomenon of ‘fast mapping’ in a pioneering study of pre school- aged children. They observed that 3-year-olds appeared to learn the meaning of a word when contrasted with another word known to the child.

  10. Carey (1987) proposed that children learn the meaning of a word in two separate phases: (a) a fast mapping phase, in which the child establishes an initial link between word and referent, and (b) a subsequent, slow mapping phase.

  11. AIM OF THE STUDY: The aim of the present study is ... “to shed light on the underlying nature of fast mapping by exploring children’s emerging ability to access information in lexical memory”.

  12. METHOD

  13. PARTICIPANTS N = 20 native Kannada speaking children (6 boys and 14 girls) Age Range = 2 to 4 years were included in the study.

  14. They were divided into two groups based upon their age 2yrs to 3yrs and 3yrs to 4yrs The first group participated in two word learning And second group participated in three word learning in each trial.

  15. STIMULUS 30 brightly colored photographs of objects served as stimulus for the study. The words consisted of two to three syllables. Twenty common real world objects were chosen. Out of them 10 pictures were used as target ones which are novel words.

  16. Procedure • Children participated in both training and testing phase at each session. Each child was shown Microsoft power point slides which consisted of 3 pictures in each slide (2 common and one target). • In the training phase the experimenter labeled each of the three target pictures for minimum of 4 to 6 times in each session. • Words were typically embedded in propositional statement to support the processing of word referent pairings.

  17. In each session children were taught novel words. A total of 5 sessions for the first group and 3 sessions for the second group were required. • In one session 2 to 3 words were taught and asked for recall after a gap of 10 minutes. • Before starting the next session i.e. on the next day children were asked to recall the words taught in the previous session. • This served as retention trials and word learning trial started with fresh words.

  18. RESULTS AND DISCUSSION

  19. The Graphs 1 depicts number of trials required in each session for children in group I to fast map a total of 10 target words.

  20. The Graphs 2 depicts number of trials required in each session for children in group II to fast map a total of 10 target words.

  21. This increase in the number of trial suggest that as children learn more and more new words they require more number of trials. • This idea suggests that practice with individual words in a rapidly expanding lexicon changes the operation of the lexicon through the accumulated activation of many items. • This is accomplished through an increase in the base of lexical and semantic units and the strengthening of connections between them.

  22. By comparing the data obtained from group I and group II it is understood that as the age increases more and more lexical and semantic units can be learnt with fast mapping. • The older group learns more number of words in lesser number of trials. • In the present study we found a modest increase in receptive and productive vocabulary in children between 3 to 4 years.

  23. GRAPH III: Mean percentage of words recalled by children of 2 to 3 years across the sessions.

  24. GRAPH IV: Mean percentage of words recalled by children of 3 to 4 years across the sessions.

  25. As more and more words were fast mapped there was decrease in number of words recalled. • There was decrease in retention of target words in the second session but again the retention increased from 2nd to 3rd session. • Whereas, the children could not recall as many percentages of words they could do in the first session.

  26. Additionally there were few observation noted in the retention trial. • All children irrespective of group were able to recall the first target word till the end of experiment (/tapalu/). • Children could recall the target words which had more functional value in daily routine for e.g. children could recall /hali/ (railway track) and /sasive/ (mustard) easily compared to words like /hima/ (fog) and /kenda/ (coal).

  27. When children were asked to name the target word they were specifying the function of target word rather than naming it. • And again children could recall newly learnt word compared to older ones.

  28. The study opens up many channels in spite of few limitations about word learning. • The incidental learning of new vocabulary in the context of one to a few encounters is known as fast mapping (Carey & Bartlett, 1978), or quick incidental learning (Rice 1990). • The results indicated that the children in higher group could fast map and recall more number of words than the lower group.

  29. Learning processes with prior experience, words and concepts can organize into larger units that facilitate fast efficient and parallel access to a broad base of related past knowledge. • The idea that a small set of contextually related words can create structural neighborhood that facilitates the spread of activation to other newly acquired words.

  30. In our study children were provided with limited information about the nature and the function of target words, yet they were united by all contexts in which the words were acquired.

  31. Shortcomings of the study: • Number of children taken for the study was less. • Gender was not considered as a factor for the study. • Standard test for vocabulary development could not be administered. • For the 2nd group 4 words were taken for the 3rd session as compared to precious sessions. • And only 10 target words were considered for the study.

  32. REFERENCES: • Bates, E., & Goodman, J. C.(1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia and real-time processing. Language and cognition processes, 12, 507-584. • Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and reports in child language development, 15, 17-29 • Chapman, R.S., Kay-Raining Bird, E., & Schwartz, S.E.(1990). Fast mapping of words in event contexts by children with Down syndrome. Journal of speech and hearing disorders, 55, 761-77. • Dale, P.S, & Fenson, L. (1996). Lexical development norms for young children. Behavior research methods, instruments and computers, 28, 125-127.

  33. Dollaghan, C. A. (1985). Child meets word: “Fast mapping” in pre school children. Journal of speech and hearing, 28, 449-454. • Dollaghan, C. A (1987). Fast mapping in normal and language impaired children. Journal of speech and hearing disorders, 52, 218-222. • Gershkoff-Stowe, L. (2007). Fast mapping skills in developing lexicon. Journal of speech, language and hearing research, 50, 682-697. • Golinkoff, R.M., Mervis, C.B., & Hirsh-Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of child language, 21, 125-155. • Heibeck, T., & Markman, E. (1987). Word learning in children: an examination of fast mapping. Child development, 58, 1021-1034.

  34. McDuffie, A. S. Sindberg H.A. Hesketh, L., Chapman, R.(2007). Use of speaker intent and grammatical cues in fast mapping by adolescents with Down syndrome. Journal of speech language and hearing research, 50, 1546-1561. • Reznick, J.S., & Goldfield, B. A. (1992). Rapid change in lexical development in comprehension and production. Developmental psychology, 28, 406-413.

  35. THANK YOU

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