Julie Evey | University of Southern Indiana (original) (raw)
Papers by Julie Evey
Journal of Radio Studies, 2004
ABSTRACT The main goal of this study was to update demographic data concerning radio sales manage... more ABSTRACT The main goal of this study was to update demographic data concerning radio sales managers and to measure their attitudes on a variety of issues, including consolidation of stations and hiring and training practices of account executives. Although minorities and women have posted gains in the past decade, this project showed that the typical radio sales manager is still a Caucasian male in his mid-40s. He prefers on-air announcements for recruiting and finds one-on-one interaction to be the most effective training method. Overall, he is positive regarding consolidation.
Journal of Experimental Child Psychology, 2008
Word familiarity judgment may be important for word learning, yet little is known about how child... more Word familiarity judgment may be important for word learning, yet little is known about how children make this judgment. We hypothesized that preschool-age children differ in the judgment criteria that they use and that this difference derives from individual differences in basic memory processes. Those who have superior phonological working memory, but who retrieve less semantic information than their peers, base the judgment on whether they recognize a word's sound form. Those who show the opposite memory profile base the judgment on whether they retrieve a word's meaning. The results of two studies of 3-and 4year-olds were consistent with these claims. Among those performing poorly on one memory measure, judgment accuracy was directly related to performance on the other memory measure. These memory-judgment relations were also found to be highly specific. This is the first investigation to demonstrate the usefulness of an individual differences approach for identifying relations between linguistic judgment processes and basic memory processes during early childhood.
Journal of Experimental Child Psychology, 1996
Children tend to select novel objects over familiar ones as the likely referents of novel nouns. ... more Children tend to select novel objects over familiar ones as the likely referents of novel nouns. This finding is of central importance to several accounts of early word learning. In the current studies, 2-year-olds were shown pairs of videotaped actions, one familiar and one novel, and were asked to select the referents of novel verbs. For actions that did not involve objects, children tended to select the novel action over the familiar one in each of four experiments. For example, they chose the woman who was turning in circles while leaning backwards as "the one who is glarving" more often than the woman who was running. For actions involving objects, novel actions (e.g., shuffling balls) were chosen more often than familiar ones (e.g., kicking balls) in only two of the four experiments. An object-name-blocking mechanism was proposed to account for this last result. The preference for novel actions was also found to be strengthened by preexposing both actions from a test pair, but to be unaffected by preexposing just the novel actions.
Journal of Child Language, 1998
An empirical puzzle regarding toddlers' fast mapping motivated the current investigation.... more An empirical puzzle regarding toddlers' fast mapping motivated the current investigation. Whereas children between 1;10 and 2;1 have shown only a modest rate of mapping novel nouns onto unfamiliar rather than familiar objects, a very high rate has been observed in those between 1;4 and 1;8 (Mervis & Bertrand, 1991). Study 1 examined whether young two-year-olds (N = 40, mean age = 2;1) might map at a higher rate when tested with procedures unique to Mervis & Bertrand's assessment--strong corrective feedback rather than mild positive non-contingent feedback; large sets of test objects rather than pairs; presentation of easier tests first. Only the first variable affected performance in a manner that could solve the puzzle. Unfamiliar kinds were selected at a much higher rate under corrective (0.86) than non-contingent (0.57) feedback. Although nearly every child in the non-contingent group chose correctly on the first trial, many failed to do so thereafter. In Study 2, rather than presenting a test word to the children (N = 16, mean age = 2;2), the experimenter merely asked for 'the one I want'. Unfamiliar kinds were selected much less often than in Study 1, suggesting that at least one lexical principle proposed in the literature underlies the noun mapping preference. Changes over trials in the two studies indicated that the noun mapping preference is quite prevalent, but unless initial choices are strongly reinforced, an increase in the salience of familiar kinds after the first trial lures some children into error. Consistent with this analysis, toddlers in Study 3 (N = 24, mean age = 2:1) who received non-contingent strong acceptance for their noun mapping decisions, selected unfamiliar kinds more often than those who had received non-contingent mild acceptance in Study 1.
Child Development, 2005
If after teaching a label for 1 object, a speaker does not name a nearby object, 3-year-olds tend... more If after teaching a label for 1 object, a speaker does not name a nearby object, 3-year-olds tend to reject the label for the nearby object (W.E. Merriman, J.M. Marazita, L.H. Jarvis, J.A. Evey-Burkey, and M. Biggins, 1995a). In Studies 1 (5-year-olds) and 3 (3-year-olds), this effect depended on object similarity. In Study 2, when a speaker used a label without teaching it, 5-year-olds showed no passover effect. 3-year-olds showed none for inanimate objects, but one for animate objects. When extraneous factors that may have promoted animate object individuation were eliminated (Study 3), 3-year-olds showed the effect when a label was taught, but not when it was merely used. Children honor rational restrictions on when the unacceptability of a name can be inferred from its nonoccurrence.
Child Development, 1995
A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to a... more A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to account for it. In Study 1, 60 3-year-olds were shown a pair of objects and heard a novel label used repeatedly for one, but not for the other. In a forced-choice test of generalization of the label, the latter object was selected less often by the children than one that had not been present during training. This so-called Nominal Passover Effect was the same whether the speaker had completely ignored the comparison object during training or had referred to it with pronouns. The performance of a no-word control group (N = 24) indicated that the effect was not due to a preference for the less exposed of the two choice objects. The effect is consistent with the Exhaustive Reference Principle, which stipulates that whenever a new generic word is used to name something, expect it to be extended to all entities in a situation that the speaker perceives and believes to be exemplars of the name. In Study 2 (N = 48), the Nominal Passover Effect was replicated with 3 new sets of objects and with training language that contained only indefinite forms of reference. The passover experience was often sufficient to counteract children's tendency to generalize a novel label on the basis of perceptual similarity. The passover effect was not evident in free-choice name generalization tests in either study.
Journal of Radio Studies, 2004
ABSTRACT The main goal of this study was to update demographic data concerning radio sales manage... more ABSTRACT The main goal of this study was to update demographic data concerning radio sales managers and to measure their attitudes on a variety of issues, including consolidation of stations and hiring and training practices of account executives. Although minorities and women have posted gains in the past decade, this project showed that the typical radio sales manager is still a Caucasian male in his mid-40s. He prefers on-air announcements for recruiting and finds one-on-one interaction to be the most effective training method. Overall, he is positive regarding consolidation.
Journal of Experimental Child Psychology, 2008
Word familiarity judgment may be important for word learning, yet little is known about how child... more Word familiarity judgment may be important for word learning, yet little is known about how children make this judgment. We hypothesized that preschool-age children differ in the judgment criteria that they use and that this difference derives from individual differences in basic memory processes. Those who have superior phonological working memory, but who retrieve less semantic information than their peers, base the judgment on whether they recognize a word's sound form. Those who show the opposite memory profile base the judgment on whether they retrieve a word's meaning. The results of two studies of 3-and 4year-olds were consistent with these claims. Among those performing poorly on one memory measure, judgment accuracy was directly related to performance on the other memory measure. These memory-judgment relations were also found to be highly specific. This is the first investigation to demonstrate the usefulness of an individual differences approach for identifying relations between linguistic judgment processes and basic memory processes during early childhood.
Journal of Experimental Child Psychology, 1996
Children tend to select novel objects over familiar ones as the likely referents of novel nouns. ... more Children tend to select novel objects over familiar ones as the likely referents of novel nouns. This finding is of central importance to several accounts of early word learning. In the current studies, 2-year-olds were shown pairs of videotaped actions, one familiar and one novel, and were asked to select the referents of novel verbs. For actions that did not involve objects, children tended to select the novel action over the familiar one in each of four experiments. For example, they chose the woman who was turning in circles while leaning backwards as "the one who is glarving" more often than the woman who was running. For actions involving objects, novel actions (e.g., shuffling balls) were chosen more often than familiar ones (e.g., kicking balls) in only two of the four experiments. An object-name-blocking mechanism was proposed to account for this last result. The preference for novel actions was also found to be strengthened by preexposing both actions from a test pair, but to be unaffected by preexposing just the novel actions.
Journal of Child Language, 1998
An empirical puzzle regarding toddlers' fast mapping motivated the current investigation.... more An empirical puzzle regarding toddlers' fast mapping motivated the current investigation. Whereas children between 1;10 and 2;1 have shown only a modest rate of mapping novel nouns onto unfamiliar rather than familiar objects, a very high rate has been observed in those between 1;4 and 1;8 (Mervis & Bertrand, 1991). Study 1 examined whether young two-year-olds (N = 40, mean age = 2;1) might map at a higher rate when tested with procedures unique to Mervis & Bertrand's assessment--strong corrective feedback rather than mild positive non-contingent feedback; large sets of test objects rather than pairs; presentation of easier tests first. Only the first variable affected performance in a manner that could solve the puzzle. Unfamiliar kinds were selected at a much higher rate under corrective (0.86) than non-contingent (0.57) feedback. Although nearly every child in the non-contingent group chose correctly on the first trial, many failed to do so thereafter. In Study 2, rather than presenting a test word to the children (N = 16, mean age = 2;2), the experimenter merely asked for 'the one I want'. Unfamiliar kinds were selected much less often than in Study 1, suggesting that at least one lexical principle proposed in the literature underlies the noun mapping preference. Changes over trials in the two studies indicated that the noun mapping preference is quite prevalent, but unless initial choices are strongly reinforced, an increase in the salience of familiar kinds after the first trial lures some children into error. Consistent with this analysis, toddlers in Study 3 (N = 24, mean age = 2:1) who received non-contingent strong acceptance for their noun mapping decisions, selected unfamiliar kinds more often than those who had received non-contingent mild acceptance in Study 1.
Child Development, 2005
If after teaching a label for 1 object, a speaker does not name a nearby object, 3-year-olds tend... more If after teaching a label for 1 object, a speaker does not name a nearby object, 3-year-olds tend to reject the label for the nearby object (W.E. Merriman, J.M. Marazita, L.H. Jarvis, J.A. Evey-Burkey, and M. Biggins, 1995a). In Studies 1 (5-year-olds) and 3 (3-year-olds), this effect depended on object similarity. In Study 2, when a speaker used a label without teaching it, 5-year-olds showed no passover effect. 3-year-olds showed none for inanimate objects, but one for animate objects. When extraneous factors that may have promoted animate object individuation were eliminated (Study 3), 3-year-olds showed the effect when a label was taught, but not when it was merely used. Children honor rational restrictions on when the unacceptability of a name can be inferred from its nonoccurrence.
Child Development, 1995
A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to a... more A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to account for it. In Study 1, 60 3-year-olds were shown a pair of objects and heard a novel label used repeatedly for one, but not for the other. In a forced-choice test of generalization of the label, the latter object was selected less often by the children than one that had not been present during training. This so-called Nominal Passover Effect was the same whether the speaker had completely ignored the comparison object during training or had referred to it with pronouns. The performance of a no-word control group (N = 24) indicated that the effect was not due to a preference for the less exposed of the two choice objects. The effect is consistent with the Exhaustive Reference Principle, which stipulates that whenever a new generic word is used to name something, expect it to be extended to all entities in a situation that the speaker perceives and believes to be exemplars of the name. In Study 2 (N = 48), the Nominal Passover Effect was replicated with 3 new sets of objects and with training language that contained only indefinite forms of reference. The passover experience was often sufficient to counteract children's tendency to generalize a novel label on the basis of perceptual similarity. The passover effect was not evident in free-choice name generalization tests in either study.