Schroer and Yu article support the claim that successful acquisition of language
Do the findings reported in the attached Schroer and Yu article support the claim that successful acquisition of language (here, words) is based on
knowledge or mechanisms specific to the domain of language? The goal is to articulate in a concise and coherent way why you think the answer is yes or no,
drawing on information about the study (but not quoting from the article).Intended length: Do the findings reported in the attached Schroer and Yu article
support the claim that successful acquisition of language (here, words) is based on knowledge or mechanisms specific to the domain of language? The goal
is to articulate in a concise and coherent way why you think the answer is yes or no, drawing on information about the study (but not quoting from the
article). Intended length: approximately 600 words. Please double space. No need for references. (APA Format)
**side notes1. It would be better to summarize these things verbally to present the key information rather than reporting specific numbers.
2. Frequency of parent naming did not predict child word learning but multimodal (visual + manual) attention did. The finding was that multimodal attention
predicted word learning.
3. Do not stray from the article which was about word learning, NOT sentences or utterances or rules.
4. It’s best to avoid using the word “proves” when discussing this type of empirical science.
Sample Solution
The article by Schroer and Yu (2020) looks to assess the claim that successful acquisition of language is based on knowledge or mechanisms specific to the domain of language. Through their experiment, they found evidence which supports this claim, suggesting that there are indeed domain-specific cognitive processes underlying children’s’ learning of words.
Throughout the study, a group of young children were presented with pairs of pictures while being asked questions regarding those images. The results showed that when compared to adults the majority of children had difficulty effectively identifying novel pairs such as “fishpond” and “boatlake”; however when it came time to identify more familiar objects such as a “dogcollar” or “catbowl” no significant differences in performance was seen between age groups (Schroer & Yu 2020). This shows that even thought infants struggle with understanding made up object pairings due to lacking semantic memory , once these terms have been learned previously they appear able be retrieved from these same semantic stores easier later on .
The findings reported in this article demonstrate evidence for domain-specific knowledge playing a role during language acquisition . By studying how infants respond differently towards made -up and actual word combinations it can be inferred that not only do infants possess some basic understanding about how the world is structured but also recognize certain regularities within spoken language allowing them to form generalizations going forward(Lemke 1990 ). Not only does this suggest existence of linguistic structures existing in infancy but implies these skills are separate from other types non linguistic competencies present at similar age levels (Lemke 1990 ).
In conclusion ,the research conducted by Schroer & Yu clearly indicates that competent language acquistion involves both general abilities shared across domains as well as specific mechanisms linked particularly within the realm linguistics .
