title: The role of sound symbolism in language learning.
abstract: Certain correspondences between the sound and meaning of words can be observed in subsets of the vocabulary. These sound-symbolic relationships have been suggested to result in easier language acquisition, but previous studies have explicitly tested effects of sound symbolism on learning category distinctions but not on word learning. In 2 word learning experiments, we varied the extent to which phonological properties related to a rounded-angular shape distinction and we distinguished learning of categories from learning of individual words. We found that sound symbolism resulted in an advantage for learning categories of sound-shape mappings but did not assist in learning individual word meanings. These results are consistent with the limited presence of sound symbolism in natural language. The results also provide a reinterpretation of the role of sound symbolism in language learning and language origins and a greater specification of the conditions under which sound symbolism proves advantageous for learning.
authors.affiliation: Centre for Research in Human Development and Learning, Department of Psychology, Lancaster University, Lancaster, United Kingdom. p.monaghan@lancaster.ac.uk
authors.forename: Padraic
authors.initials: P
authors.lastname: Monaghan
authors.forename: Karen
authors.initials: K
authors.lastname: Mattock
authors.forename: Peter
authors.initials: P
authors.lastname: Walker
mesh_terms: D000161:Acoustic Stimulation; D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D001307:Auditory Perception; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D010364:Pattern Recognition, Visual; D010775:Photic Stimulation; D012660:Semantics; D013016:Sound; D013561:Symbolism; D014706:Verbal Learning; D014825:Vocabulary; D055815:Young Adult