ArticleChild development2020
Discontinuity of Reference Hinders Children's Learning of New Words.
Article in Child development, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Word Repetition and Isolation are Intertwined in Children's Early Language Experiences.Open mind : discoveries in cognitive science · 2024Article
- From Recognizing Known Words to Learning New Ones: Comparing Online Speech Processing in Typically Developing and Late-Talking 2-Year-Olds.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Caregiver speech predicts the emergence of children's emotion vocabulary.Child development · 2023Article
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Authors and funding
2 authors.
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Abstract
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words.
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Registered trials
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