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Eyes, Ears, and Minds: Perceptual, Conceptual, and Linguistic Factors in Word Learning in Speakers of Semitic Languages = = גורמים תפיסתיים, קונספטואליים ולשוניים בלמידת מילים בקרב דוברי שפות שמיות.‪‪‪‪

Record Type:	Electronic resources : Monograph/item
Title/Author:	Eyes, Ears, and Minds: Perceptual, Conceptual, and Linguistic Factors in Word Learning in Speakers of Semitic Languages =/
Reminder of title:	גורמים תפיסתיים, קונספטואליים ולשוניים בלמידת מילים בקרב דוברי שפות שמיות.‪‪‪‪
Author:	Omar, Niveen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
Contained By:	Dissertations Abstracts International83-04B.
Subject:	Names. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28816108
ISBN:	9798544275794

Eyes, Ears, and Minds: Perceptual, Conceptual, and Linguistic Factors in Word Learning in Speakers of Semitic Languages = = גורמים תפיסתיים, קונספטואליים ולשוניים בלמידת מילים בקרב דוברי שפות שמיות.‪‪‪‪
Omar, Niveen.

Eyes, Ears, and Minds: Perceptual, Conceptual, and Linguistic Factors in Word Learning in Speakers of Semitic Languages =גורמים תפיסתיים, קונספטואליים ולשוניים בלמידת מילים בקרב דוברי שפות שמיות.‪‪‪‪ - Ann Arbor : ProQuest Dissertations & Theses, 2021

Source: Dissertations Abstracts International, Volume: 83-04, Section: B.

Thesis (Ph.D.)--University of Haifa (Israel), 2021.

This item must not be sold to any third party vendors.

Word learning is a process of establishing form-meaning representations that are often perceived bottom-up. To date, most studies on word learning have chosen to approach this topic by investigating words with monomorphemic structure. This choice is based on the constraints of English as a language that is largely analytic and in which the dominant word structure is monomorphemic. Semitic languages, in contrast, are more synthetic in nature and are characterized by highly varied morphological structures. The typical structure of Semitic words is multimorphemic. This structure challenges some basic assumptions of theoretical frameworks that were suggested to underlie the learning of monomorphemic words. Thus, in the present study, we used multimorphemic Hebrew like-words to investigate word learning from a new perspective.Hebrew complex words encode more than one conceptual category which creates multiple associations between the word-form and the encoded meanings. Whereas a general category is encoded by the syllabic pattern of the word, a specific exemplar is encoded by the word they underlie. Moreover, the syllabic patterns connect between Semitic words systematically in both the mental lexicon and the perceptual environment. Based on these unique word characteristics we asked three main questions, each was investigated in an independent paper. We asked (1) whether the multiple form-meaning associations within multimorphemic Semitic-like words can be learned simultaneously following a few exposures; (2) whether encoding the meaning of a category by a shared syllabic pattern influences the learning of the exemplars encoded by the words they underlie in adults; and (3) whether the auditory similarity created by words that share Semitic-like patterns influences the learning of the word meaning in children.To answer the research questions, we used a word-learning paradigm where participants were exposed to Hebrew-like words that combine novel consonantal roots and novel syllabic patterns (e.g. CiCuCaC) (see appendix 1). These words were presented auditorily and their meanings were presented visually. The phonological structure of the words and the meaning they encode were manipulated to create four different learning conditions that vary in their degrees of similarity at the formal and conceptual levels. Following the exposure to the words in the learning conditions, word learning was tested in a three-alternatives-forced-choice test. Moreover, in a condition where the words were conceptually similar, the learning of the shared categories and their relationship with the syllabic patterns were tested in generalization tests. The results of the study showed that the multiple form-meaning associations within Semitic-like words were learned simultaneously following a few exposures. Moreover, the shared syllabic pattern across words influenced the learning of the word meaning in both adults and children. The study on adults showed that encoding the category by the syllabic pattern impedes the learning of the exemplars encoded by the words they underlie, specifically the learning of the category features as part of the exemplar. The study on children, on the other hand, indicated that the direction of this effect was influenced by the visual properties of the exemplars. While the auditory similarity between words that share Semitic-like patterns attenuates the learning of visually similar exemplars, the same auditory similarity facilitates the learning of visually distinct exemplars.These results indicate that associative learning of auditory forms and visual meanings can be induced simultaneously in multiple levels in which words with complex structures can be learned. Moreover, the effect of word-form on conceptual learning is not limited to words with a specific structure. However, the nature of this effect and its direction can be influenced by developmental aspects, the characteristics of the words, and the learning conditions.

ISBN: 9798544275794Subjects--Topical Terms:

3680861
Names.

Eyes, Ears, and Minds: Perceptual, Conceptual, and Linguistic Factors in Word Learning in Speakers of Semitic Languages = = גורמים תפיסתיים, קונספטואליים ולשוניים בלמידת מילים בקרב דוברי שפות שמיות.‪‪‪‪
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245 1 0 $a Eyes, Ears, and Minds: Perceptual, Conceptual, and Linguistic Factors in Word Learning in Speakers of Semitic Languages = $b גורמים תפיסתיים, קונספטואליים ולשוניים בלמידת מילים בקרב דוברי שפות שמיות.‪‪‪‪
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520 $a Word learning is a process of establishing form-meaning representations that are often perceived bottom-up. To date, most studies on word learning have chosen to approach this topic by investigating words with monomorphemic structure. This choice is based on the constraints of English as a language that is largely analytic and in which the dominant word structure is monomorphemic. Semitic languages, in contrast, are more synthetic in nature and are characterized by highly varied morphological structures. The typical structure of Semitic words is multimorphemic. This structure challenges some basic assumptions of theoretical frameworks that were suggested to underlie the learning of monomorphemic words. Thus, in the present study, we used multimorphemic Hebrew like-words to investigate word learning from a new perspective.Hebrew complex words encode more than one conceptual category which creates multiple associations between the word-form and the encoded meanings. Whereas a general category is encoded by the syllabic pattern of the word, a specific exemplar is encoded by the word they underlie. Moreover, the syllabic patterns connect between Semitic words systematically in both the mental lexicon and the perceptual environment. Based on these unique word characteristics we asked three main questions, each was investigated in an independent paper. We asked (1) whether the multiple form-meaning associations within multimorphemic Semitic-like words can be learned simultaneously following a few exposures; (2) whether encoding the meaning of a category by a shared syllabic pattern influences the learning of the exemplars encoded by the words they underlie in adults; and (3) whether the auditory similarity created by words that share Semitic-like patterns influences the learning of the word meaning in children.To answer the research questions, we used a word-learning paradigm where participants were exposed to Hebrew-like words that combine novel consonantal roots and novel syllabic patterns (e.g. CiCuCaC) (see appendix 1). These words were presented auditorily and their meanings were presented visually. The phonological structure of the words and the meaning they encode were manipulated to create four different learning conditions that vary in their degrees of similarity at the formal and conceptual levels. Following the exposure to the words in the learning conditions, word learning was tested in a three-alternatives-forced-choice test. Moreover, in a condition where the words were conceptually similar, the learning of the shared categories and their relationship with the syllabic patterns were tested in generalization tests. The results of the study showed that the multiple form-meaning associations within Semitic-like words were learned simultaneously following a few exposures. Moreover, the shared syllabic pattern across words influenced the learning of the word meaning in both adults and children. The study on adults showed that encoding the category by the syllabic pattern impedes the learning of the exemplars encoded by the words they underlie, specifically the learning of the category features as part of the exemplar. The study on children, on the other hand, indicated that the direction of this effect was influenced by the visual properties of the exemplars. While the auditory similarity between words that share Semitic-like patterns attenuates the learning of visually similar exemplars, the same auditory similarity facilitates the learning of visually distinct exemplars.These results indicate that associative learning of auditory forms and visual meanings can be induced simultaneously in multiple levels in which words with complex structures can be learned. Moreover, the effect of word-form on conceptual learning is not limited to words with a specific structure. However, the nature of this effect and its direction can be influenced by developmental aspects, the characteristics of the words, and the learning conditions.
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