Fast Mapping Skills in the Developing Lexicon.
Purpose: This preliminary investigation was a longitudinal study of fast mapping skills in normally developing children, 16-18 months of age. The purpose was to examine the effects of practice on the accessibility of words in lexical memory. Method: Eight children were taught the names of 24 unfamil...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 50; no. 3; pp. 682 - 698 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
June 2007
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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=ssf&AN=507985204&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507985204 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: June 2007 vid: 50 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507985204 10.1044/1092-4388(2007/048) ppf: 682 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 335KB tig: atl: Fast Mapping Skills in the Developing Lexicon. aug: au: Gershkoff-Stowe, Lisa Hahn, Eric R. su: Verbal learning Children's language Vocabulary Word recognition sug: subj: Verbal learning Children's language Vocabulary Word recognition keyword: Vocabulary development ab: Purpose: This preliminary investigation was a longitudinal study of fast mapping skills in normally developing children, 16-18 months of age. The purpose was to examine the effects of practice on the accessibility of words in lexical memory. Method: Eight children were taught the names of 24 unfamiliar objects over 12 weekly training sessions. The amount of practice children had with individual words varied as a function of session. Data were compared to a control group of children—matched on productive vocabulary—who were exposed to the same experimental words at the first and last sessions only. Results: The results showed that for children in the experimental group, extended practice with a novel set of high-practice words led to the rapid acquisition of a second set of low-practice words. Children in the control group did not show the same lexical advantage. Conclusions: The data suggest that learning some words primes the system to learn more words. Vocabulary development can thus be conceptualized as a continual process of fine-tuning the lexical system to enable increased accessibility to information. Implications for the treatment of children with word-finding difficulties are considered. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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