Discontinuity of Reference Hinders Children's Learning of New Words

Autor/inn/en	Schwab, Jessica F.; Lew-Williams, Casey
Titel	Discontinuity of Reference Hinders Children's Learning of New Words
Quelle	In: Child Development, 91 (2020) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13189
Schlagwörter	Language Acquisition; Vocabulary Development; Adults; Preschool Children; Discourse Analysis; Verbal Communication; Nonverbal Communication; Interference (Learning); Language Processing + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Diskursanalyse; Non-verbal communication; Nonverbale Kommunikation; Sprachverarbeitung
Abstract	When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., "This is small and green"), neutral discourse (e.g., "This is really great"), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01