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It was a nonsense word, so no dictionary would ever have contained it.
After saying a nonsense word ("blicket," for instance), she would ask them to point to the matching item.
In this study, we found a significant correlation between performance on each tense marker and nonsense word repetition in the children with autism.
The mutual exclusivity bias would not have competition, and the pseudo-homonym would function much like a nonsense word.
Participants need to identify the object to which the nonsense word refers and subsequently identify it on the answer sheet.
The nonsense word trials do not adequately control for this.
The second segment's key word was either a pseudo-homonym or a nonsense word.
Furthermore, they found that speaking children with low vocabulary and grammar skills had spared articulation skills but were impaired on a nonsense word repetition test.
In the second, third, and fourth sessions, the nonsense word reading task was administered.
The findings from the present experiments concerning both pseudohomonym and nonsense word interpretations contribute toward our understanding of lexical acquisition.
A response was scored as correct if it was a real or nonsense word that differed from the stimulus only with respect to the onset portion of the word.
Adults showed a similar pattern of accuracy across the suffixes on the nonsense word productions, suggesting that they too can use suffix information when no lexical representation is available.
The items in the real word and nonsense word lists of the derived word production task were pseudorandomized, such that no two words derived with the same suffix occurred consecutively.
However, despite this effect, the majority of children in all four age groups did accept a nonsense word as a new label for a familiar referent.
When performing a nonword repetition task, participants are required to repeat a multisyllabic nonsense word back to the experimenter immediately after the nonword has been presented.
In each session, a short word and a nonsense word reading practice at the appropriate syllable level was given, and then the nonsense word reading task was administered.
Although some of the children in the present study did not manifest this skill during nonsense word interpretation, this lack of metacognition did not interfere with their nonsense word interpretation.
