Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 3 of 3
Full-Text Articles in Psychology
Rhyme And Word Placement In Storybooks Support High-Level Verb Mapping In 3- To 5-Year-Olds, Kirsten Read, Jacqueline Quirke
Rhyme And Word Placement In Storybooks Support High-Level Verb Mapping In 3- To 5-Year-Olds, Kirsten Read, Jacqueline Quirke
Psychology
High-level verbs can be especially challenging for young children to initially map to meaning. This study manipulated the format of a storybook designed to support such verb learning from shared reading. We tested whether 3- to 5-year-olds (n = 38) could remember the referents of eight new verbs when presented as essential actions within a narrative story but with differences in placement. Children were randomly assigned to either a rhymed condition, in which target verbs were heard at the end of rhyming stanzas making them maximally appreciable, or a control condition, where the verbs were presented in the same …
Toddlers Encode Similarities Among Novel Words From Meaningful Sentences, Erica H. Wojcik, Jenny R. Saffran
Toddlers Encode Similarities Among Novel Words From Meaningful Sentences, Erica H. Wojcik, Jenny R. Saffran
Psychology
Toddlers can learn about the meanings of individual words from the structure and semantics of the sentences in which they are embedded. However, it remains unknown whether toddlers encode similarities among novel words based on their positions within sentences. In three experiments, two-year-olds listened to novel words embedded in familiar sentence frames. Some novel words consistently occurred in the subject position across sentences, and others in the object position across sentences. An auditory semantic task was used to test whether toddlers encoded similarities based on sentential position, for (a) pairs of novel words that occurred within the same sentence, and …
Remembering New Words: Integrating Early Memory Development Into Word Learning, Erica H. Wojcik
Remembering New Words: Integrating Early Memory Development Into Word Learning, Erica H. Wojcik
Psychology
In order to successfully acquire a new word, young children must learn the correct associations between labels and their referents. For decades, word-learning researchers have explored how young children are able to form these associations. However, in addition to learning label-referent mappings, children must also remember them. Despite the importance of memory processes in forming a stable lexicon, there has been little integration of early memory research into the study of early word learning. After discussing what we know about how young children remember words over time, this paper reviews the infant memory development literature as it relates to early …