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Cumulative Semantic Interference and Lexical Learning in Children

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  • SSHRC IDG awarded 2016: The goal of this project is to develop foundational knowledge on the applicability of the learning perspective to account for interference phenomena when children perform language activities. We expect to learn more about the appropriateness of interpreting interference within the positive framework of learning, and to learn more about the relationship between interference, learning, and cognitive control. We will examine interference in picture-naming and memory activities. We will examine whether children demonstrate an accumulation of interference among related words, even when their responses are separated by intervening, unrelated words – a critical pattern in support of the learning view. We will also compare patterns of interference when the goal is communication rather than remembering items. Finally, we will examine the contributions of vocabulary ability and other cognitive skills to interference outcomes.

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    Research Material
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    © Monique Charest. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2024.