Complexities of Expressive Word Learning over Time

Autor/inn/en	McGregor, Karla K.; Sheng, Li; Ball, Tracy
Titel	Complexities of Expressive Word Learning over Time
Quelle	In: Language, Speech, and Hearing Services in Schools, 38 (2007) 4, S.353-364 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2007/037)
Schlagwörter	Semantics; Speech Language Pathology; Vocabulary Development; Expressive Language; Children; Task Analysis; Coding; Definitions + Suchen Sie Ihr Suchwort? Semantik; Wortschatzarbeit; Child; Kind; Kinder; Aufgabenanalyse; Codierung; Programmierung; Begriffsbestimmung
Abstract	Purpose: The purpose of this study was to examine semantic and lexical aspects of word learning over time. Method: Thirty-four 8-year-olds participated in vocabulary lessons for 2 weeks. Frequency of exposure and informativeness of semantic context were manipulated. A definition task assessed semantic learning and a naming task assessed lexical learning. Results: Semantic and lexical knowledge accrued over time and were maintained after a 1-month interval. Higher frequency of exposure had an immediate effect on semantic learning and a more gradual effect on lexical learning. Frequency of exposure coupled with informative context promoted semantic learning. Clinical Implications: Speech-language pathologists should be mindful of the richness of the learning context and the redundancy of massed and distributed exposures. Learning at the semantic and lexical levels can dissociate so both should be addressed. (Contains 4 tables and 4 figures.) (Author).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10