Discontinuity of Reference Hinders Children's Learning of New Words.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
01 2020
01 2020
Historique:
pubmed:
6
12
2018
medline:
22
12
2020
entrez:
6
12
2018
Statut:
ppublish
Résumé
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.
Identifiants
pubmed: 30516268
doi: 10.1111/cdev.13189
pmc: PMC10502903
mid: NIHMS1925261
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e29-e41Subventions
Organisme : NICHD NIH HHS
ID : R01 HD095912
Pays : United States
Informations de copyright
© 2018 Society for Research in Child Development.
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