Two sides to every story: children learn words better from one storybook page at a time

Flack, Zoe M and Horst, Jessica S (2017) Two sides to every story: children learn words better from one storybook page at a time. Infant and Child Development. ISSN 1522-7227

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Abstract

Two experiments tested how the number of illustrations in storybooks influences 3.5-year-old children's word learning from shared reading. In Experiment 1, children encountered stories with two regular-sized A4 illustrations, one regular-sized A4 illustration, or one large-sized A3 illustration (in the control group) per spread. Children learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2, a gesture was added to guide children's attention to the correct page in the 2-illustration condition. Children who saw two illustrations with a guiding gesture learned words as well as children who had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks.

Item Type: Article
Keywords: word learning, cognitive load, extraneous information, storybooks, illustrations
Schools and Departments: School of Psychology > Psychology
Depositing User: Ellena Adams
Date Deposited: 05 Jun 2017 14:31
Last Modified: 10 Jul 2017 10:42
URI: http://sro.sussex.ac.uk/id/eprint/68331

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