Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.

Adapting laboratory psycholinguistic methods to fieldwork contexts can be fraught with difficulties. However, successful implementation of such methods in the field enhances our ability to learn the true extent and limitations of human behavior. This paper reports two attempts to run word learning e...

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Autores principales:	Karen E Mulak, Hannah S Sarvasy, Alba Tuninetti, Paola Escudero
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/4aead2292ab24c9f9000cf9fbacb4a1f
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spelling	oai:doaj.org-article:4aead2292ab24c9f9000cf9fbacb4a1f2021-12-02T20:06:14ZWord learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.1932-620310.1371/journal.pone.0257393https://doaj.org/article/4aead2292ab24c9f9000cf9fbacb4a1f2021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0257393https://doaj.org/toc/1932-6203Adapting laboratory psycholinguistic methods to fieldwork contexts can be fraught with difficulties. However, successful implementation of such methods in the field enhances our ability to learn the true extent and limitations of human behavior. This paper reports two attempts to run word learning experiments with the small community of Nungon speakers in Towet village in the Saruwaged Mountains, Papua New Guinea. A first attempt involved running a cross-situational task in which word-object pairings were presented ambiguously in each trial, and an explicit word learning task in which pairings were presented explicitly, or unambiguously, in each trial. While this quickly garnered a respectable 34 participants over the course of a week, it yielded null results, with many participants appearing to show simple patterned responses at test. We interpreted the null result as possibly reflecting the unfamiliarity of both the task and the laptop-based presentation mode. In Experiment 2, we made several adjustments to the explicit word learning task in an attempt to provide clearer instructions, reduce cognitive load, and frame the study within a real-world context. During a second 11-day stay in the village, 34 participants completed this modified task and demonstrated clear evidence of word learning. With this success serving as a future guide for researchers, our experiences show that it may require multiple attempts, even by experienced fieldworkers familiar with the target community, to successfully adapt experiments to a field setting.Karen E MulakHannah S SarvasyAlba TuninettiPaola EscuderoPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 9, p e0257393 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Karen E Mulak Hannah S Sarvasy Alba Tuninetti Paola Escudero Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.
description	Adapting laboratory psycholinguistic methods to fieldwork contexts can be fraught with difficulties. However, successful implementation of such methods in the field enhances our ability to learn the true extent and limitations of human behavior. This paper reports two attempts to run word learning experiments with the small community of Nungon speakers in Towet village in the Saruwaged Mountains, Papua New Guinea. A first attempt involved running a cross-situational task in which word-object pairings were presented ambiguously in each trial, and an explicit word learning task in which pairings were presented explicitly, or unambiguously, in each trial. While this quickly garnered a respectable 34 participants over the course of a week, it yielded null results, with many participants appearing to show simple patterned responses at test. We interpreted the null result as possibly reflecting the unfamiliarity of both the task and the laptop-based presentation mode. In Experiment 2, we made several adjustments to the explicit word learning task in an attempt to provide clearer instructions, reduce cognitive load, and frame the study within a real-world context. During a second 11-day stay in the village, 34 participants completed this modified task and demonstrated clear evidence of word learning. With this success serving as a future guide for researchers, our experiences show that it may require multiple attempts, even by experienced fieldworkers familiar with the target community, to successfully adapt experiments to a field setting.
format	article
author	Karen E Mulak Hannah S Sarvasy Alba Tuninetti Paola Escudero
author_facet	Karen E Mulak Hannah S Sarvasy Alba Tuninetti Paola Escudero
author_sort	Karen E Mulak
title	Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.
title_short	Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.
title_full	Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.
title_fullStr	Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.
title_full_unstemmed	Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.
title_sort	word learning in the field: adapting a laboratory-based task for testing in remote papua new guinea.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/4aead2292ab24c9f9000cf9fbacb4a1f
work_keys_str_mv	AT karenemulak wordlearninginthefieldadaptingalaboratorybasedtaskfortestinginremotepapuanewguinea AT hannahssarvasy wordlearninginthefieldadaptingalaboratorybasedtaskfortestinginremotepapuanewguinea AT albatuninetti wordlearninginthefieldadaptingalaboratorybasedtaskfortestinginremotepapuanewguinea AT paolaescudero wordlearninginthefieldadaptingalaboratorybasedtaskfortestinginremotepapuanewguinea
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Word learning in the field: Adapting a laboratory-based task for testing in remote Papua New Guinea.

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