Phonological Learning Influences Label-Object Mapping in Toddlers.

Abstract

Purpose Infants rapidly acquire the sound patterns that characterize their native language. Knowledge of native language phonological cues facilitates learning new words that are consistent with these patterns. However, little is known about how newly acquired phonological knowledge-regularities that children are in the process of learning-affects novel word learning. The current experiment was designed to determine whether exposure to a novel phonological pattern affects subsequent novel word learning. Method Two-year-olds ( n = 41) were familiarized with a list of novel words that followed a simple phonotactic regularity. Following familiarization, toddlers were taught 4 novel label-object pairs. Two of the labels were consistent with the novel regularity, and 2 of the labels were inconsistent with the regularity. Results Toddlers with smaller vocabularies learned all of the novel label-object pairings, whereas toddlers with larger vocabularies only learned novel label-object pairings that were consistent with the novel phonological regularity. Conclusion These findings demonstrate that newly learned phonological patterns influence novel word learning and highlight the role of individual differences in toddlers' representations of candidate word forms.