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Near or far: the effect of spatial distance and vocabulary knowledge on word learning
journal contribution
posted on 2023-06-08, 23:33 authored by Emma L Axelsson, Lynn K Perry, Emilly J Scott, Jessica HorstJessica HorstThe current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed.
Funding
Turning novel words into known words: why ostensive naming facilitates; G0241; ESRC-ECONOMIC & SOCIAL RESEARCH COUNCIL; RES-000-22-4451
History
Publication status
- Published
File Version
- Published version
Journal
Acta PsychologicaISSN
0001-6918Publisher
ElsevierExternal DOI
Volume
163Page range
81-87Department affiliated with
- Psychology Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2015-11-27First Open Access (FOA) Date
2015-11-27First Compliant Deposit (FCD) Date
2015-11-27Usage metrics
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