Two May Be Better than One: Promoting Incidental Word Learning through Multiple Media

Autor/inn/en	Neuman, Susan B.; Samudra, Preeti; Wong, Kevin M.
Titel	Two May Be Better than One: Promoting Incidental Word Learning through Multiple Media
Quelle	73 (2021), Artikel 101252 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
Schlagwörter	Incidental Learning; Vocabulary Development; Language Acquisition; Multimedia Instruction; Multimedia Materials; Story Reading; Printed Materials; Nonprint Media; Video Technology; Preschool Children; Comprehension; Verbal Ability; Intelligence Tests; Outcomes of Education; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Multimediales Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Verstehen; Verständnis; Mündliche Leistung; Intelligence test; Intelligenztest; Lernleistung; Schulerfolg
Abstract	Previous studies have often compared and contrasted differences among media presentations, including traditional storybooks and videos and their potential for incidental word learning among preschoolers. Studies have shown that children learn words from a variety of media, and that repetition is an important source for incidental learning. Yet, to date, little is known about how repeated presentations of different media, and the possible additive effect of these presentations may affect incidental word learning. Conducted over three phases, 140 preschoolers viewed or listened to two stories, repeated either with a single medium (traditional book "or" video) or two media (book "and" video) to stories. Results indicated that gains in incidental word learning were significantly stronger when children viewed two different media of comparable content compared to two exposures to a single medium. However, neither condition affected children's comprehension of the story. Findings suggest that two media presentations of comparable stories may be more effective in promoting incidental word learning than repeated presentations of a single medium. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01