Adults' Language Abilities: Relations Between Metacognition and Cross-Situational Word Learning
Level of Education of Students Involved
Arts and Sciences
Psychology, Language Development
Both children and adults are excellent word learners, and one way in which individuals learn language is through cross-situational word learning (CSWL). In CSWL paradigms participants see multiple items on a screen and hear them labeled. They are not informed which label goes with each referent and must track the co-occurrences across trials. Infants’ (Yu et al., 2011), preschoolers’ (Vlach & DeBrock, 2016), and adults’ (Benitez et al., 2020) memory abilities are related to their CSWL abilities. Memory is an important factor in CSWL in both massed trials and interleaved trials (Vlach & DeBrock, 2016). Related to memory is metacognition, in which individuals have an understanding and awareness of their own thought (Hembacher & Ghetti, 2014). Given that memory is important to CSWL abilities, the current study investigates if there is a similar relationship between adults’ CSWL and metacognition.
Participants will include adults above the age of 18 (N=15). CSWL will be measured for interleaved and massed items similar to that used by Vlach & Johnson (2013). CSWL is assessed as their accuracy of choosing the correct referent over a distractor. Metacognition will be assessed by asking participants how confident they are with their answers.
We plan to run a regression with CSWL as the dependent variable. We predict that adults with better metacognition will be more accurate in their judgments about the accuracy of their word-referent mappings. The implications of these results will aid our understanding of the mechanisms that support word learning and add to our growing understanding of metacognition.
Chavarria, Larissa, "Adults' Language Abilities: Relations Between Metacognition and Cross-Situational Word Learning" (2023). Symposium on Undergraduate Research and Creative Expression (SOURCE). 1224.