2.5-Year-Olds' Retention and Generalization of Novel Words across Short and Long Delays

Autor/in	Wojcik, Erica H.
Titel	2.5-Year-Olds' Retention and Generalization of Novel Words across Short and Long Delays
Quelle	In: Language Learning and Development, 13 (2017) 3, S.300-316 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wojcik, Erica H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1275644
Schlagwörter	Toddlers; Generalization; Vocabulary Development; Retention (Psychology); Accuracy; Statistical Analysis; English; Language Acquisition; Language Processing; Language Tests; Wisconsin + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Wortschatzarbeit; Merkfähigkeit; Statistische Analyse; English language; Englisch; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Language test; Sprachtest
Abstract	Two experiments investigated two-year-olds' retention and generalization of novel words across short and long time delays. Specifically, retention of newly learned words and generalization to novel exemplars or novel contexts were tested 1 min or 1 week after learning. Experiment 1 revealed successful retention as well as successful generalization to both new exemplars and new contexts after a one-minute delay, with no statistical differences between retention and generalization performance for either generalization type. Toddlers tested after a week delay (Experiment 2) showed successful retention and generalization as well, but while context generalization was statistically equivalent to retention accuracy, exemplar generalization was significantly lower than retention accuracy. The overall success in both retention and generalization suggests that toddlers' newly learned words are robust and flexible. However, the lower exemplar generalization performance compared to retention after a weeklong delay suggests that novel words may become less flexible across exemplar characteristics over time. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01