Age-of-Acquisition, Word Frequency, and Neighborhood Density Effects on Spoken Word Recognition by Children and Adults

By Victoria M. Garlock, A. Walley, J. Metsala. 2001

341 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f3fa15ffa6b300e38890339100c9ff2a4b5a8123

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “In other words, children with large oral vocabularies can be expected to have highly specific phonological representations for particular word forms and, in keeping with this, the number of words that children know has indeed been found to predict their performance on both phonological awareness tas”
Phonological awareness, speech development, and letter knowledge in preschool children (2003, neutral): “Walley (1993) has suggested that vocabulary growth plays an active, causal role in phoneme awareness; she and her colleagues ( Garlock, Walley, & Metsala, 2001 ) maintain that vocabulary growth essentially re-CONCOMITANTS OF PHONOLOCICAL AwAaaNass 153”
Do children acquire dense neighborhoods? An investigation of similarity neighborhoods in lexical acquisition (2004, background): “Likewise, children are less accurate repeating words from dense neighborhoods than words from sparse neighborhoods (Garlock et al., 2001).”
Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006, background): “…speech sounds or phonemic segments; instead, according to the 'lexical restructuring NICK C. ELLIS 183 hypothesis' only gradually, in early through middle childhood, do they become more fully specified and undergo segmental restructuring (Garlock et al. 2001; Metsala and Walley 1998; Storkel 2001).”
Age-of-acquisition effects in word and picture identification. (2005, background): “Gerhand and Barry (1999a) suggested that the effects of AoA should be larger in speeded word naming than in immediate word naming, as the deadline to name the word should increase the reliance on the speech output lexicon.”
Locus of orthographic effects in spoken word recognition: Novel insights from the neighbour generation task (2004, background): “We have known for many years that learning an alphabetic code radically alters our meta-phonological abilities, that is, our capacity to analyse, manipulate, and reflect upon speech (Goswami & Bryant, 1990; Olson, 1996). The general finding is that people familiar with an alphabet come to hear words”
Neighborhood effects in auditory word recognition: Phonological competition and orthographic facilitation. (2003, background): “However, as more and more words are acquired, children are thought to begin to represent smaller segments in words, that is, segmental phonology is represented at an increasingly fine-grained level during the course of development ( Garlock, Walley, & Metsala, 2001; Metsala & Walley, 1998; Storkel,”
Age of acquisition and lexical processing (2006, background): “AoA effects on spoken word recognition in children have also been reported (Walley & Metsala, 1990 ), and Garlock, Walley, and Metsala ( 2001 ) found an AoA effect in gating and word repetition tasks in both preschool and elementary schoolchildren (as well as in adults).”