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Context and repetition in word learning

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posted on 2023-06-08, 22:52 authored by Jessica HorstJessica Horst
Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further examines the effect of contextual repetition on children's word learning in both shared storybook reading and other situations, including fast mapping by mutual exclusivity. The studies reviewed here suggest that the same cognitive mechanisms support word learning in a variety of situations. Both practical considerations for experimental design and directions for future research are discussed.

History

Publication status

  • Published

File Version

  • Published version

Journal

Frontiers in Psychology

ISSN

1664-1078

Publisher

Frontiers

Volume

4

Page range

149

Department affiliated with

  • Psychology Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2015-10-21

First Open Access (FOA) Date

2015-10-21

First Compliant Deposit (FCD) Date

2015-10-21

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