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  Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning

Brand, J., Monaghan, P., & Walker, P. (2018). Changing Signs: Testing How Sound-Symbolism Supports Early Word Learning. In C. Kalish, M. Rau, J. Zhu, & T. T. Rogers (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (CogSci 2018) (pp. 1398-1403). Austin, TX: Cognitive Science Society.

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Item Permalink: https://hdl.handle.net/21.11116/0000-0001-BEB7-B Version Permalink: https://hdl.handle.net/21.11116/0000-0001-BED5-9
Genre: Conference Paper

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Brand_Monaghan_Walker_Cogsci_2018.pdf (Publisher version), 3MB
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http://mindmodeling.org/cogsci2018/papers/0273/0273.pdf (Publisher version)
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 Creators:
Brand, James1, Author
Monaghan, Padraic1, 2, Author           
Walker, Peter 1, Author
Affiliations:
1Lancaster University, Lancaster, UK, ou_persistent22              
2Psychology of Language Department, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL, ou_792545              

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 Abstract: Learning a language involves learning how to map specific forms onto their associated meanings. Such mappings can utilise arbitrariness and non-arbitrariness, yet, our understanding of how these two systems operate at different stages of vocabulary development is still not fully understood. The Sound-Symbolism Bootstrapping Hypothesis (SSBH) proposes that sound-symbolism is essential for word learning to commence, but empirical evidence of exactly how sound-symbolism influences language learning is still sparse. It may be the case that sound-symbolism supports acquisition of categories of meaning, or that it enables acquisition of individualized word meanings. In two Experiments where participants learned form-meaning mappings from either sound-symbolic or arbitrary languages, we demonstrate the changing roles of sound-symbolism and arbitrariness for different vocabulary sizes, showing that sound-symbolism provides an advantage for learning of broad categories, which may then transfer to support learning individual words, whereas an arbitrary language impedes acquisition of categories of sound to meaning.

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Language(s): eng - English
 Dates: 2018-07
 Publication Status: Published online
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 Rev. Type: Peer
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Title: the 40th Annual Conference of the Cognitive Science Society (CogSci 2018)
Place of Event: Madison, WI, USA
Start-/End Date: 2018-07-25 - 2017-07-28

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Title: Proceedings of the 40th Annual Conference of the Cognitive Science Society (CogSci 2018)
Source Genre: Proceedings
 Creator(s):
Kalish, Charles, Editor
Rau, Martina, Editor
Zhu, Jerry, Editor
Rogers, Timothy T., Editor
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Publ. Info: Austin, TX : Cognitive Science Society
Pages: - Volume / Issue: - Sequence Number: - Start / End Page: 1398 - 1403 Identifier: ISBN: 978-0-9911967-8-4