Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping.
Purpose: Children with typical development vary in how much experience they need to learn words. This could be due to differences in the amount of information encoded during periods of input, consolidated between periods of input, or both. Our primary purpose is to identify whether encoding, consoli...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 65; no. 5; pp. 1956 - 1978 |
|---|---|
| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
May2022
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=156850693&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 156850693 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: May2022 vid: 65 iid: 5 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 156850693 10.1044/2022_JSLHR-21-00530 ppf: 1956 ppct: 22 formats: fmt: @attributes: type: P size: 1.2MB tig: atl: Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping. aug: au: Gordon, Katherine R. Lowry, Stephanie L. Ohlmann, Nancy B. Fitzpatrick, Denis affil: Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, NE. su: Preschool children Memory Phonological encoding Word recognition Cognition in children Learning strategies Medical coding sug: subj: Preschool children Memory Phonological encoding Word recognition Cognition in children Learning strategies Medical coding ab: Purpose: Children with typical development vary in how much experience they need to learn words. This could be due to differences in the amount of information encoded during periods of input, consolidated between periods of input, or both. Our primary purpose is to identify whether encoding, consolidation, or both, drive individual differences in the slow-mapping process. Method: Four- to 6-year-old children (N = 43) were trained on nine formreferent pairs across consecutive days. Children’s ability to name referents was assessed at the beginning and end of each session. Word learning was assessed 1 month after training to determine long-term retention. Results: Children with varying language knowledge and skills differed in their ability to encode words. Specifically, children varied in the number of words learned and the phonological precision of word forms at the end of the initial training session. Children demonstrated similarities in re-encoding in that they refined representations at a similar rate during subsequent sessions. Children did not differ in their ability to consolidate words between sessions, or in their ability to retain words over the 1-month delay. Conclusions: The amount of experience children need to learn words is primarily driven by the amount of information encoded during the initial experience. When provided with high-quality instruction, children demonstrate a similar ability to consolidate and retain words. Critically, word learning instruction in educational settings must include repeated explicit instruction with the same words to support learning in children with typical development and varying language skills. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|