Using Multivariate Adaptive Regression Splines to Predict Lexical Characteristics' Influence on Word Learning in First Through Third Graders

词汇 词汇发展 心理学 声部战术 按频率列出的单词列表 单词识别 词(群论) 语言习得 购置年龄 自然语言处理 多元分析 计算机科学 人工智能 情感(语言学) 认知心理学 语言学 音韵学 数学教育 沟通 认知 机器学习 神经科学 哲学 阅读(过程) 判决
作者
Lindsey Peters-Sanders,Houston Sanders,Howard Goldstein,Kandethody M. Ramachandran
出处
期刊:Journal of Speech Language and Hearing Research [American Speech–Language–Hearing Association]
卷期号:66 (2): 589-604
标识
DOI:10.1044/2022_jslhr-22-00165
摘要

Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the word learning results of 350 first-, second-, and third-grade students who participated in an investigation examining the effects of a supplemental vocabulary intervention. We investigated the influence of the following lexical characteristics on the learning of 377 words: word frequency, level of concreteness, phonotactic probabilities, neighborhood density, and age of acquisition using multivariate adaptive regression splines (MARS). Results: MARS modeled the influence lexical characteristics had on word learning and determined the relative importance of each variable for each grade-level model. Results revealed age of acquisition was the most important factor related to word learning in all grades, but contributions of other lexical characteristics and their level of importance differed across models. All respective models fit well, with root-mean-square error values ranging from 0.11 to 0.15 and generalized cross validation scores of 0.01 and 0.03. Conclusions: Nuanced information from the MARS analysis provides insights into how lexical characteristics affect word learning differently for children in different grade levels. This information is key to understanding the vocabulary acquisition of school-aged children. The findings from this research have the potential to inform the development of a word selection framework that will organize vocabulary targets into an appropriate sequence based on relevant predictors. Supplemental Material: https://doi.org/10.23641/asha.21899529

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