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

journal contribution
posted on 2023-06-08, 22:52 authored by Katherine E Twomey, Samantha L Ranson, Jessica HorstJessica Horst
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

History

Publication status

  • Published

File Version

  • Accepted version

Journal

Infant and Child Development

ISSN

1522-7227

Publisher

Wiley

Issue

2

Volume

23

Page range

105-122

Department affiliated with

  • Psychology Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2015-10-21

First Compliant Deposit (FCD) Date

2015-10-21

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