ArticleJournal of speech, language, and hearing research : JSLHR2022
Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping.
Article in Journal of speech, language, and hearing research : JSLHR, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Word Learning in Bilingual Children at Risk for Developmental Language Disorder.American journal of speech-language pathology · 2024Article
- Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.Journal of child language · 2024Article
- Children build their vocabularies in noisy environments: The necessity of a cross-disciplinary approach to understand word learning.Wiley interdisciplinary reviews. Cognitive scienceArticle
- Invisible Print? Reading Skill Predicts Children's Learning of Novel Spoken Words.Infant and child developmentArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
purposeChildren with typical development vary in how much experience they need to learn words. This could be due to differences in the amount of information encoded during periods of input, consolidated between periods of input, or both. Our primary purpose is to identify whether encoding, consolidation, or both, drive individual differences in the slow-mapping process.
methodFour- to 6-year-old children (
resultsChildren with varying language knowledge and skills differed in their ability to encode words. Specifically, children varied in the number of words learned and the phonological precision of word forms at the end of the initial training session. Children demonstrated similarities in re-encoding in that they refined representations at a similar rate during subsequent sessions. Children did not differ in their ability to consolidate words between sessions, or in their ability to retain words over the 1-month delay.
conclusionsThe amount of experience children need to learn words is primarily driven by the amount of information encoded during the initial experience. When provided with high-quality instruction, children demonstrate a similar ability to consolidate and retain words. Critically, word learning instruction in educational settings must include repeated explicit instruction with the same words to support learning in children with typical development and varying language skills. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.19606150.
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Registered trials
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