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Timing Matters: Dynamic Interactions Create Sensitive Periods for Word Learning

Timing Matters: Dynamic Interactions Create Sensitive Periods for Word Learning

Lakshmi Gogate, George Hollich
Copyright: © 2013 |Pages: 21
ISBN13: 9781466629738|ISBN10: 1466629738|EISBN13: 9781466629745
DOI: 10.4018/978-1-4666-2973-8.ch002
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MLA

Gogate, Lakshmi, and George Hollich. "Timing Matters: Dynamic Interactions Create Sensitive Periods for Word Learning." Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence, edited by Lakshmi Gogate and George Hollich, IGI Global, 2013, pp. 28-48. https://doi.org/10.4018/978-1-4666-2973-8.ch002

APA

Gogate, L. & Hollich, G. (2013). Timing Matters: Dynamic Interactions Create Sensitive Periods for Word Learning. In L. Gogate & G. Hollich (Eds.), Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence (pp. 28-48). IGI Global. https://doi.org/10.4018/978-1-4666-2973-8.ch002

Chicago

Gogate, Lakshmi, and George Hollich. "Timing Matters: Dynamic Interactions Create Sensitive Periods for Word Learning." In Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence, edited by Lakshmi Gogate and George Hollich, 28-48. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2973-8.ch002

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Abstract

What is the nature of sensitive periods in lexical development? In this chapter, the authors propose a novel dynamic view of sensitive periods. They suggest that they are periods of heightened interaction and adaptation between organism and environment that are the emergent result of the changing developmental landscape. In support of this perspective, the authors first provide an extended model of word learning to show that language moves through a predictable sequence of sensitive periods, each serving as a building block for the prior. Next, they show how changes in the timing of sensitive periods can affect early word learning in the case of two populations—preterm infants and children with cochlear implants. Finally, the authors provide a theoretical overview of how typically developing infants move from basic perception to full-blown language across several domains of language, and how changes in the timing of the input and response can lead to changes in developmental outcomes.

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