The Robustness of Learning through Overhearing

Autor/in	Akhtar, Nameera
Titel	The Robustness of Learning through Overhearing
Quelle	In: Developmental Science, 8 (2005) 2, S.199-209 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2005.00406.x
Schlagwörter	Vocabulary Development; Linguistic Input; Language Acquisition; Toddlers; Listening Skills; Learning Processes + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachbildung; Sprachaneignung; Spracherwerb; Infant; Infants; Toddler; Kleinkind; Learning process; Lernprozess
Abstract	Two studies examined the robustness of vocabulary learning through overhearing by testing 48 2-year-olds in contexts in which a potentially distracting activity was present (Studies 1 and 2) and in which the novel word was embedded in a directive rather than a labeling statement (Study 2). The children were equally good at learning a novel object label when there was no distracting activity as when there was. They were also able to learn the word when the object was not explicitly labeled. These findings suggest that young children are keen observers of third-party interactions and that their linguistic input consists of more than just speech directly addressed to them. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10