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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 HorstPrevious 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 DevelopmentISSN
1522-7227Publisher
WileyExternal DOI
Issue
2Volume
23Page range
105-122Department affiliated with
- Psychology Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2015-10-21First Compliant Deposit (FCD) Date
2015-10-21Usage metrics
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