A5027661896- Child and Animal Learning Development
- Language Development and Disorders
- Language and cultural evolution
- Speech and dialogue systems
- Reading and Literacy Development
- Categorization, perception, and language
- Child Development and Digital Technology
- Topic Modeling
- Meta-analysis and systematic reviews
- Language, Metaphor, and Cognition
- Visual and Cognitive Learning Processes
- Educational Strategies and Epistemologies
- Mental Health Research Topics
- Infant Health and Development
- Educational and Psychological Assessments
- Advanced Text Analysis Techniques
- Speech Recognition and Synthesis
- Mentoring and Academic Development
- Cognitive and developmental aspects of mathematical skills
- Natural Language Processing Techniques
- Cognitive Science and Mapping
- ICT in Developing Communities
- Mobile Learning in Education
- Higher Education Research Studies
Carnegie Mellon University
2019-2024
Decision Sciences (United States)
2023-2024
University of Wisconsin–Madison
2017-2021
University of Colorado System
2021
University of Colorado Boulder
2021
University of Chicago
2016-2018
Stanford University
2013-2018
Mobile, touch-screen devices are increasingly ubiquitous in children's lives. The extensive use of such presents an exciting opportunity for data collection. We describe a simple method creating cross-platform, interactive tablet experiments using open Web-based resources. illustrate this by collecting from 1- to 4-year-old children word-recognition paradigm, 3 different techniques: tablets, eye tracking, and in-person storybook paradigm. Both accuracy reaction-time the compared favorably...
Abstract There is substantial evidence that infants prefer infant-directed speech (IDS) to adult-directed (ADS). The strongest for this claim has come from two large-scale investigations: i) a community-augmented meta-analysis of published behavioral studies and ii) multi-lab replication study. In paper, we aim improve our understanding the IDS preference its boundary conditions by combining comparing these data sources across key population design characteristics underlying studies. Our...
Previous work suggests key factors for replicability, a necessary feature theory building, include statistical power and appropriate research planning. These are examined by analyzing collection of 12 standardized meta-analyses on language development between birth 5 years. With median effect size Cohen's d = 0.45 typical sample 18 participants, most is underpowered (range: 6%-99%; 44%); calculating based seminal publications not suitable strategy. Method choice can be improved, as shown in...
To acquire a language, children must learn range of skills, from the sounds their language to meanings words. These skills are typically studied in isolation separate research programs, but there is growing body evidence that these may depend on each other acquisition (e.g., Feldman, Myers, White, Griffiths, & Morgan, 2013; Johnson, Demuth, Jones, Black, 2010; Shukla, Aslin, 2011). We suggest meta-analytic method can support process building theories take systems-level perspective,...
Given a novel word and familiar referent, children have bias to assume the refers referent. This -- often referred as "Mutual Exclusivity'' (ME) is thought be potentially powerful route through which might learn new meanings, and, consequently, has been focus of large amount empirical study theorizing. Here, we on two aspects that received relatively little attention in literature: Development experience. A successful theory ME will need provide an account for why strength effect changes...
Does the source of a piece data-the process by which it is sampled-influence inferences that we draw from it? Xu and Tenenbaum (2007b) reported large effect sampling on learning: When category exemplar was presented knowledgeable teacher, learners generalized more narrowly than when an unknowledgeable source. In 5 experiments, 4 online 1 in-person, attempted to replicate this result. Aggregating across our studies, replicated original finding sensitivity process, but with smaller size...
What is the best way to estimate size of important effects? Should we aggregate across disparate findings using statistical meta-analysis, or instead run large, multi-lab replications (MLR)? A recent paper by Kvarven, Strømland, and Johannesson (2020) compared effect estimates derived from these two different methods for 15 psychological phenomena. The authors report that, same phenomenon, meta-analytic tends be about three times larger than MLR estimate. These results pose an puzzle:...
The ability to rapidly recognize words and link them referents in context is central children's early language development. This ability, often called word recognition the developmental literature, typically studied looking-while-listening paradigm, which measures infants' fixation on a target object (vs. distractor) after hearing label. We present large-scale, open database of infant toddler eye-tracking data from tasks. goal this effort address theoretical methodological challenges...
Mental Abacus (MA) is a popular arithmetic technique in which students learn to solve math problems by visualizing physical abacus structure. Prior studies conducted Asia have found that MA can lead exceptional mathematics achievement highly motivated individuals, and extensive training over multiple years also benefit standard classroom settings. Here we explored the benefits of shorter-term typical US school. Specifically, tested whether (1) improves performance relative curriculum, (2)...
Imagine hearing someone call a particular dalmatian “dax.” The meaning of the novel noun dax is ambiguous between subordinate (dalmatian) and basic-level (dog). Yet both children adults successfully learn meanings at intended level abstraction from similar evidence. Xu Tenenbaum (2007a) provided an explanation for this apparent puzzle: Learners assume that examples are sampled true underlying category (strong sampling), making cases in which there more observed exemplars consistent with than...
Young children acquire a wide range of linguistic and cognitive skills in the first three years life. Decades experimental work have established solid empirical foundation for our understanding development. But most studies are limited statistical power focus on specific psychological constructs, thus making them unsuitable describing developmental growth at scale. Here, we turned to meta-analyses research. We conducted meta-meta-analysis consolidate integrate 23 compiled MetaLab,...
Does knowing certain words help children learn other words? We hypothesized that knowledge of more general (more superordinate) at time-1 would lead to faster vocabulary growth as measured through checklists administered later timepoints. find this is indeed the case. Children who have similar vocabularies time-1, but differ in their productive such "animal", "picture", and "get" go on different rates word learning. Knowledge associated with growth, particularly semantically related...
Natural languages are filled with regularities. Where do these regularities come from? A parsimonious explanation is that emerge as a consequence of pressures within the broader context in which language used: Communication among many cognitive systems. In this dissertation, I consider one particular regularity case study how dynamics use might shape structure. Specifically, focus on bias natural to map long words conceptually complex meanings and short simple meanings, or complexity bias....
In previous work, Xu and Tenenbaum (2007a) provide evidence that learners are able to infer the subordinate meaning of a word from only positive examples category. Under their proposal, assume sampled true underlying category ("strong sampling''), making certain data patterns more consistent with than others (the "suspicious coincidence'' effect). More recent work (Spencer, Perone, Smith & Samuelson, 2011) questions relevance this finding by arguing effect occurs when presented...