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ERIC Number: EJ1222794
Record Type: Journal
Publication Date: 2019-Aug
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0012-1649
EISSN: N/A
Predict and Redirect: Prediction Errors Support Children's Word Learning
Reuter, Tracy; Borovsky, Arielle; Lew-Williams, Casey
Developmental Psychology, v55 n8 p1656-1665 Aug 2019
According to prediction-based learning theories, erroneous predictions support learning. However, empirical evidence for a relation between prediction error and children's language learning is currently lacking. Here we investigated whether and how prediction errors influence children's learning of novel words. We hypothesized that word learning would vary as a function of 2 factors: the extent to which children generate predictions, and the extent to which children redirect attention in response to errors. Children were tested in a novel word learning task, which used eye tracking to measure (a) real-time semantic predictions to familiar referents, (b) attention redirection following prediction errors, and (c) learning of novel referents. Results indicated that predictions and prediction errors interdependently supported novel word learning, via children's efficient redirection of attention. This study provides a developmental evaluation of prediction-based theories and suggests that erroneous predictions play a mechanistic role in children's language learning.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS); National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: HD079779; HD052120; DC013638; DGE1656466