Barrett

Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.

Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.

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Exploring the Effects of a Two-to-One Mapping Structure on Cross-Situational Word Learning in Children

Description
In cross-situational word learning, individuals associate words with their meanings by observing their use across multiple encounters. This is considered to be a crucial mechanism involved in early childhood language acquisition. However, whether learners can track multiple words for referents cross-situationally, such as when learning synonyms, remains poorly understood. The…

In cross-situational word learning, individuals associate words with their meanings by observing their use across multiple encounters. This is considered to be a crucial mechanism involved in early childhood language acquisition. However, whether learners can track multiple words for referents cross-situationally, such as when learning synonyms, remains poorly understood. The present study investigated the effects of age on children’s cross-situational word learning (CSWL) from a two-to-one structure, where objects are given two names. Younger (4 to 5.4 years, N = 29) and older (5.5 to 7.9 years, N = 48) children completed a cross-situational word learning task in which, during the first half of training, objects were labeled with one label (First words) and in the second half of training, objects were given a new second label (Second words). Results showed that age interacted with learning: younger children learned second labels but not first labels, whereas older children learned first labels but not second labels. These findings indicate the limitations of children’s capacity to learn complex word-referent mappings in CSWL.
ContributorsRandall, Jada (Author) / Benitez, Viridiana (Thesis director) / Corbin, William (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2023-12