3-198 - What Was That Word Again? Mnemonic Constraints on Word Learning in Infancy and Early Childhood

Session Type: Paper Symposium

Integrative Statement

Language development proceeds rapidly over the first years of life. The significant advances observed in word learning in particular during infancy and early childhood are likely related to the development of the neural circuitry underlying mnemonic abilities. We examine this issue in three independent samples of infants tested at three different ages using three distinct paradigms. Each of the included papers reveals that aspects of early word learning are constrained by, or themselves constrain, the learning process. Paper 1 indicates that, in contrast to findings with older children, 6.5-month-olds retain language information acquired in a statistical learning procedure for approximately one hour but not for lengthier delays. More mature infant sleep habits were positively associated with novelty preferences at test, suggesting that increased cortical maturation may be associated with better memory for language. Paper 2 also suggests that limitations in long-term memory may be responsible for deficits in language learning: 13-month-olds successfully used adult-provided supportive language in recall of a brief learning experience over short 10-minute delays but not at longer intervals as compared to older 16-month-olds in other research. Paper 3 directly examines correlates of word learning in 16- to 36-month-olds, demonstrating that variability in short-term or working memory is associated with word learning. Taken together, these papers indicate that continued developments in the neural circuitry supporting mnemonic abilities likely also contribute to advances in encoding and maintaining language-related information. The discussant will summarize emerging memory abilities that may factor into early language learning.

Sub Unit

• Language, Communication

Chair

• Angela F Lukowski, University of California, Irvine

Discussant

• Angela F Lukowski, University of California, Irvine

Individual Presentations

• Retention of Statistical Learning in 6.5-Month-Old Infants - Presenting Author: Katharine Newman-Smith, University of Arizona; Denise Werchan, Brown University; Lynn Nadel, University of Arizona; Richard Bootzin, University of Arizona; Rebecca Gomez, University of Arizona

• Adult Language Use and Recall Memory in Preverbal Children - Presenting Author: Janice Phung, University of California, Irvine; Angela F Lukowski, University of California, Irvine

• What was that Word? Infants' Vocabulary Development is Constrained by the Ability to Retain and Retrieve Words - Presenting Author: Haley A Vlach, University of Wisconsin, Madison