Complexities of expressive word learning over time.
PURPOSE: The purpose of this study was to examine semantic and lexical aspects of word learning over time. METHOD: Thirty-four 8-year-olds participated in vocabulary lessons for 2 weeks. Frequency of exposure and informativeness of semantic context were manipulated. A definition task assessed semant...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 38; no. 4; pp. 353 - 365 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106015756&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106015756 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2007 vid: 38 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 106015756 106015756 2009687541 10.1044/0161-1461(2007/037) NLM17890515 106015756 ppf: 353 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Complexities of expressive word learning over time. aug: au: McGregor KK Sheng L Ball T affil: 121c SHC, University of Iowa, Iowa City, IA 52242; karla-mcgregor@uiowa.edu sug: subj: Language Development In Infancy and Childhood Learning In Infancy and Childhood Vocabulary Analysis of Variance Child Experimental Studies Female Funding Source Language Tests Male Midwestern United States Random Assignment Reliability Semantics Word Lists Human Child: 6-12 years Female Male ab: PURPOSE: The purpose of this study was to examine semantic and lexical aspects of word learning over time. METHOD: Thirty-four 8-year-olds participated in vocabulary lessons for 2 weeks. Frequency of exposure and informativeness of semantic context were manipulated. A definition task assessed semantic learning and a naming task assessed lexical learning. RESULTS: Semantic and lexical knowledge accrued over time and were maintained after a 1-month interval. Higher frequency of exposure had an immediate effect on semantic learning and a more gradual effect on lexical learning. Frequency of exposure coupled with informative context promoted semantic learning. CLINICAL IMPLICATIONS: Speech-language pathologists should be mindful of the richness of the learning context and the redundancy of massed and distributed exposures. Learning at the semantic and lexical levels can dissociate so both should be addressed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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