The influence of visual emotional input properties on the acquisition of verb meanings in 24-month-old German learning children.

Autor/in	Leischner, Franziska
Titel	The influence of visual emotional input properties on the acquisition of verb meanings in 24-month-old German learning children.
Quelle	Berlin: Humboldt Universität zu Berlin, Philosophische Fakultät II (2017), 150 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Dissertation, Humboldt Universität zu Berlin, 2015.
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kobv:11-100244271
Schlagwörter	Visuelles Medium; Deutsch; Bild; Sprechenlernen; Dissertation
Abstract	Previous research shows that emotional properties of the input (ex trinsic properties) enhance children´s learning of novel word s. These properties are not features of the referent a novel word is referring to, e.g. the +/-happy intonation or facial expression of a speaker, who is referring to an object or event by using a novel word. With respect to this finding, the present study focuses on two unnoticed questions: a) Are similar influences found when the emotional properties are features of the referent of the word to be acquired (intrinsic properties), e.g. the +/-happ y facial expression of an actor in an event that is labeled by a novel verb? b) Do these properties influence the meaning of a novel word, in that the emotional information constrains how the word is interpreted in later contexts? The result s indicate that in line with studies on extrinsic emotional properties children´s learning of novel words is enhanced by intrinsic emotional properties. Furthermore, the study suggests that children´s perception of emotional information while learning a novel word is sub ject to individual variability, which affects how children construct and interpret the meaning of the novel word. Different factors such as language competence, attentional control and social cognition are discussed for inducing individual differences in e motion perception while word learning. (Orig.)
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2017/3