That's more like it: multiple exemplars facilitate word learning

Twomey, Katherine E, Ranson, Samantha L and Horst, Jessica S (2014) That's more like it: multiple exemplars facilitate word learning. Infant and Child Development, 23 (2). pp. 105-122. ISSN 1522-7227

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Abstract

Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learning about a category facilitates retention of newly learned words by presenting 2-year-old children with multiple referent selection trials to the same object category. In Experiment 1, children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task; however, only children who encountered multiple exemplars retained these mappings after a short delay. Experiment 2 replicated and extended this finding by exploring the effect of within-category variability on children's word retention. Children encountered either narrow or broad exemplars across trials. Again, all children did very well on the initial task; however, only children who encountered narrow exemplars retained mappings after a short delay. Overall, these data offer strong evidence that providing children with the opportunity to compare across exemplars during fast mapping facilitates retention

Item Type: Article
Schools and Departments: School of Psychology > Psychology
Subjects: B Philosophy. Psychology. Religion
Depositing User: Lene Hyltoft
Date Deposited: 21 Oct 2015 14:11
Last Modified: 07 Mar 2017 09:48
URI: http://sro.sussex.ac.uk/id/eprint/57255

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