Evidence map›Paper›PMID 42453391›Full record

ArticleLearning and individual differences2025

Novel word learning over different time scales: A comparison of paired-associate and cross-situational paradigms.

Anne Neveu, Emma Libersky, Margarita Kaushanskaya

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PubMed Full text at PMC Publisher
In one paragraph

Article in Learning and individual differences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Anne NeveuDepartment of Communication Sciences and Disorders, Kean University, Union, NJ 07083, United States of America.
Emma LiberskyDepartment of Communication Sciences and Disorders, University of Wisconsin - Madison, Madison, WI 53706, United States of America.
Margarita KaushanskayaDepartment of Communication Sciences and Disorders, University of Wisconsin - Madison, Madison, WI 53706, United States of America.

Funding

Waisman Intellectual and Developmental Disabilities Research Center Down Syndrome RegistryU54HD090256 · NICHD · UNIVERSITY OF WISCONSIN-MADISON · PI MESSING, ALBEE · 2016 to 2020
$6.0M
Learning in Two Languages by Bilingual Children With and Without Language ImpairmentR01DC016015 · NIDCD · UNIVERSITY OF WISCONSIN-MADISON · PI KAUSHANSKAYA, MARGARITA · 2018 to 2022
$1.7M
NICHD NIH HHS U54 HD090256NIDCD NIH HHS R01 DC016015
6 · The paper itself

Abstract

Word learning can take place through non-ambiguous word-referent pairings, as in paired-associate word learning (PAL), or in ambiguous contexts, as in cross-situational word learning (CSWL). Little is known about long-term retention of novel words in PAL, and even less so in CSWL. We assigned 378 participants to PAL or CSWL and tested retention either immediately, after a 6-min delay or a 24-h delay. We examined the role of learning condition, delay, and phonological working memory on learning performance. Results indicate better performance at immediate than at long delayed testing, and a sharper drop in performance with delay for PAL than for CSWL. Learning performance was higher in PAL than CSWL, and phonological working memory tended to be positively associated with learning. Results indicate that retention patterns differ across word learning paradigms, with higher retention overall in PAL but less memory decay over time in CSWL.

Indexed as

Cross-situational word learningDelayed retentionPaired-associate word learningPhonological working memory

Identifiers

PMID42453391
PMCPMC13367871

What OpenQuestion holds

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Registered trials

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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.