Padraic Monaghan
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View article: Emotive content and sleep enhance memory for metaphorical language
Emotive content and sleep enhance memory for metaphorical language Open
Memory for emotional information is greater than for non-emotional information and is enhanced by sleep-related consolidation. Previous studies have focused on emotional arousal and valence of established stimuli, but what is the effect of…
View article: Flexible Use of Word Learning Strategies: Monolingual and Bilingual Children’s Word Learning Under Different Language Contexts
Flexible Use of Word Learning Strategies: Monolingual and Bilingual Children’s Word Learning Under Different Language Contexts Open
Monolingual children tend to assume that a word labels only one object, and this mutual exclusivity supports referent selection and retention of novel words. Bilingual children accept two labels for an object (lexical overlap) for referent…
View article: The effect of label mixing on vocabulary acquisition: A cross-situational statistical word learning study
The effect of label mixing on vocabulary acquisition: A cross-situational statistical word learning study Open
Learning to map novel words onto their intended referents is a complex challenge, and one that becomes even harder when acquiring multiple languages. We investigated how label mixing affected learning novel words in one versus two language…
View article: Learning morphology from cross-situational statistics
Learning morphology from cross-situational statistics Open
Non-native languages tend to be acquired through a combination of explicit and implicit learning, where implicit learning requires coordination of language information with referents in the environment. In this study, we examined how learn…
View article: Slow-wave sleep as a key player in offline memory processing: insights from human EEG studies
Slow-wave sleep as a key player in offline memory processing: insights from human EEG studies Open
Slow-wave sleep (SWS) plays a pivotal role in memory consolidation, and electroencephalography (EEG) has provided critical insights into the neural mechanisms underlying these processes. In this mini-review, we discuss how SWS supports the…
View article: Children’s simultaneous or successive acquisition of vocabulary and grammar: Evidence from cross-situational learning
Children’s simultaneous or successive acquisition of vocabulary and grammar: Evidence from cross-situational learning Open
Recent evidence from cross-situational learning (CSL) studies have shown that adult learners can acquire words and grammar simultaneously when sentences of the novel language co-occur with dynamic scenes to which they refer. Syntactic boot…
View article: Constructing language: a framework for explaining acquisition
Constructing language: a framework for explaining acquisition Open
Explaining how children build a language system is a central goal of research in language acquisition, with broad implications for language evolution, adult language processing, and artificial intelligence (AI). Here, we propose a construc…
View article: Children’s Simultaneous or Successive Acquisition of Vocabulary and Grammar: Evidence from Cross-situational Learning
Children’s Simultaneous or Successive Acquisition of Vocabulary and Grammar: Evidence from Cross-situational Learning Open
Recent evidence (e.g., Monaghan et al., 2021; Rebuschat et al., 2021) showed that adult learners can acquire words and grammar simultaneously by tracking cross-situational statistics. In this study, we tested whether cross-situational lear…
View article: Better early than late: the temporal dynamics of pointing cues during cross-situational word learning
Better early than late: the temporal dynamics of pointing cues during cross-situational word learning Open
Learning the meaning of a word is a difficult task due to the variety of possible referents present in the environment. Visual cues such as gestures frequently accompany speech and have the potential to reduce referential uncertainty and p…
View article: Can 3-year-old children learn verbs using an educational touchscreen app?
Can 3-year-old children learn verbs using an educational touchscreen app? Open
Introduction Research demonstrates that children can learn nouns using touchscreen apps, however there has been less attention to whether apps can also promote verb learning. In addition, only a few studies have investigated the role of ad…
View article: Statistical learning ability at 17 months relates to early reading skills via oral language
Statistical learning ability at 17 months relates to early reading skills via oral language Open
Statistical learning ability has been found to relate to children's reading skills. Yet, statistical learning is also known to be vital for developing oral language skills, and oral language and reading skills relate strongly. These connec…
View article: Learning morphology from cross-situational statistics
Learning morphology from cross-situational statistics Open
Non-native languages tend to be acquired through a combination of explicit and implicit learning, where implicit learning requires coordination of language information with referents in the environment. In this study, we examined how learn…
View article: Learning morphology from cross-situational statistics: Exploring cross-linguistic “bottlenecks”
Learning morphology from cross-situational statistics: Exploring cross-linguistic “bottlenecks” Open
Vocabulary can be learned by tracking cross-situational statistics between words and aspects of the environment. Nouns and verbs – with observable referents in the environment – can be acquired rapidly, but whether more abstract morphologi…
View article: Constraints on novel word learning in heritage speakers
Constraints on novel word learning in heritage speakers Open
Introduction Recent research on word learning has found that adults can rapidly learn novel words by tracking cross-situational statistics, but learning is greatly influenced by the phonological properties of the words and by the native la…
View article: The role of phonology in non-native word learning: Evidence from cross-situational statistical learning
The role of phonology in non-native word learning: Evidence from cross-situational statistical learning Open
Adults often encounter difficulty perceiving and processing sounds of a second language (L2). In order to acquire word-meaning mappings, learners need to determine what the language-relevant phonological contrasts are in the language. In t…
View article: The inter-relationship between word learning, native phonology and production practice through cross-situational statistics
The inter-relationship between word learning, native phonology and production practice through cross-situational statistics Open
Non-native speakers may have difficulty in learning words with non-native sound sequences (e.g., Flege & Bohn, 2021). Furthermore, the extent to which knowledge obtained from practising one skill, such as listening, may transfer to ano…
View article: The role of musical aptitude in L2 Chinese word learning: Evidence from cross-situational statistical learning
The role of musical aptitude in L2 Chinese word learning: Evidence from cross-situational statistical learning Open
Cross-domain transfer occurs between music and language when listeners process overlapping acoustic cues between speech and music. One speech feature that shares overlapping acoustic dimensions with music is lexical tone. However, lexical …
View article: Explicit instruction helps only at the beginning: Children’s learning of vocabulary and grammar from cross-situational statistics
Explicit instruction helps only at the beginning: Children’s learning of vocabulary and grammar from cross-situational statistics Open
Statistical learning, during which learners track the statistics in the environment, effectively facilitates word segmentation, categorization of phonological and grammatical features, and the generalization of (morpho)syntactic rules. How…
View article: Redundancy and Complementarity in Language and the Environment: How Intermodal Information Is Combined to Constrain Learning
Redundancy and Complementarity in Language and the Environment: How Intermodal Information Is Combined to Constrain Learning Open
To acquire language, learners have to map the language onto the environment, but languages vary as to how much information they include to constrain how a sentence relates to the world. We investigated the conditions under which informatio…
View article: Infants’ attention during cross-situational word learning: Environmental variability promotes novelty preference
Infants’ attention during cross-situational word learning: Environmental variability promotes novelty preference Open
Infants as young as 14 months can track cross-situational statistics between sets of words and objects to acquire word-referent mappings. However, in naturalistic word learning situations, words and objects occur with a host of additional …
View article: Constraints on novel word learning in heritage speakers
Constraints on novel word learning in heritage speakers Open
Recent research on word learning has found that adults can rapidly learn novel words by tracking cross-situational statistics, but learning is greatly influenced by the phonological properties of the words and by the native language of the…
View article: Individual word and phrase frequency effects in collocational processing: Evidence from typologically different languages, English and Turkish.
Individual word and phrase frequency effects in collocational processing: Evidence from typologically different languages, English and Turkish. Open
Collocations are understood to be integral building blocks of language processing, alongside individual words, but thus far evidence for the psychological reality of collocations has tended to be confined to English. In contrast to English…
View article: The role of phonology in non-native word learning: Evidence from cross-situational statistical learning.
The role of phonology in non-native word learning: Evidence from cross-situational statistical learning. Open
Adults often encounter difficulty perceiving and processing sounds of a second language (L2). In order to acquire word-meaning mappings, learners need to determine what the language-relevant phonological contrasts are in the language. In t…
View article: Literacy and early language development: Insights from computational modelling
Literacy and early language development: Insights from computational modelling Open
Computational models of reading have tended to focus on the cognitive requirements of mapping among written, spoken, and meaning representations of individual words in adult readers. Consequently, the alignment of these computational model…
View article: The effect of speaker reliability on adult cross-situational word learning
The effect of speaker reliability on adult cross-situational word learning Open
Word learning is guided by the statistical co-occurrence between spoken words and potential referents, through which learners gradually map labels to objects across situations. Given that word learning does not occur in a vacuum, rather in…
View article: Assessing the educational potential and language content of touchscreen apps for preschool children
Assessing the educational potential and language content of touchscreen apps for preschool children Open
Touchscreen apps have the potential to teach children important early skills including oral language. However, there is little empirical data assessing the educational potential of children's apps in the app market or how apps link to theo…