The Structure of Word Learning in Young School-Age Children

Autor/inn/en	Gray, Shelley; Lancaster, Hope; Alt, Mary; Hogan, Tiffany P.; Green, Samuel; Levy, Roy; Cowan, Nelson
Titel	The Structure of Word Learning in Young School-Age Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 5, S.1446-1466 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Vocabulary Development; Grade 2; Elementary School Students; Expressive Language; Receptive Language; Phonology; Child Development; Semantics; Language Processing; Language Acquisition; Student Characteristics; Task Analysis; Learning Processes; Vowels; Phonemes; Pictorial Stimuli; Factor Analysis; Correlation; Goodness of Fit; Models; Verbs; Arizona + Suchen Sie Ihr Suchwort? Wortschatzarbeit; School year 02; 2. Schuljahr; Schuljahr 02; Rezeptive Kommunikationsfähigkeit; Fonologie; Kindesentwicklung; Semantik; Sprachverarbeitung; Sprachaneignung; Spracherwerb; Aufgabenanalyse; Learning process; Lernprozess; Fonem; Fantasieanregung; Faktorenanalyse; Korrelation; Analogiemodell
Abstract	Purpose: We investigated four theoretically based latent variable models of word learning in young school-age children. Method: One hundred sixty-seven English-speaking second graders with typical development from three U.S. states participated. They completed five different tasks designed to assess children's creation, storage, retrieval, and production of the phonological and semantic representations of novel words and their ability to link those representations. The tasks encompassed the triggering and configuration stages of word learning. Results: Results showed that a latent variable model with separate phonological and semantic factors and linking indicators constrained to load on the phonological factor best fit the data. Discussion: The structure of word learning during triggering and configuration reflects separate but related phonological and semantic factors. We did not find evidence for a unidimensional latent variable model of word learning or for separate receptive and expressive word learning factors. In future studies, it will be interesting to determine whether the structure of word learning differs during the engagement stage of word learning when phonological and semantic representations, as well as the links between them, are sufficiently strong to affect other words in the lexicon. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01