ArticleChild development
Early word learning is influenced by physical environments.
Article in Child development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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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
2 citing papers in PubMed.
- Positive Peer Groups Support Preschoolers' Word Learning.Developmental science · 2026Article
- Article
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2 authors.
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Abstract
During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty-six 21- to 24-month-olds (92% White, 22 female, data collected 8/21-4/22) learned novel words for novel objects presented using an apparatus that mimicked a shape-sorter toy. The manipulation concerned whether or not the physical features of the environments in which objects occurred heightened the contrasts between the objects. Toddlers only learned labels for objects presented in environments where the apparatus heightened the contrast between the objects (b = .068). These results emphasize the importance of investigating word learning in physical environments that more closely approximate young children's everyday experiences with objects.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.