Fast Mapping Word Meanings across Trials: Young Children Forget All but Their First Guess

Autor/inn/en	Aravind, Athulya; de Villiers, Jill; Pace, Amy; Valentine, Hannah; Golinkoff, Roberta; Hirsh-Pasek, Kathy; Iglesias, Aquiles; Wilson, Mary Sweig
Titel	Fast Mapping Word Meanings across Trials: Young Children Forget All but Their First Guess
Quelle	177 (2018), S.177-188 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
Schlagwörter	Young Children; Vocabulary Development; Memory; Retention (Psychology); Learning Processes; Language Acquisition; Monolingualism; Bilingualism; Language Impairments; Cognitive Mapping; Associative Learning + Suchen Sie Ihr Suchwort? Frühe Kindheit; Wortschatzarbeit; Gedächtnis; Merkfähigkeit; Learning process; Lernprozess; Sprachaneignung; Spracherwerb; Bilingualismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	Do children learn a new word by tracking co-occurrences between words and referents across multiple instances ("cross-situational learning" models), or is word-learning a "one-track" process, where learners maintain a single hypothesis about the possible referent, which may be verified or falsified in future occurrences ("propose-but-verify" models)? Using a novel word-learning task, we ask which learning procedure is utilized by preschool-aged children. We report on findings from three studies comparing the word-learning strategies across different populations of child learners: monolingual English learners, Spanish-English dual language learners, and learners at risk for language-delay. In all three studies, we ask what, if anything, is retained from prior exposures and whether the amount of information retained changes as children get older. The ability to make a good initial hypothesis was a function of various factors, including language ability and experience, but across-the-board, children were no better than chance after a wrong initial hypothesis. This suggests that children do not retain multiple meaning hypotheses across learning instances, lending support to the propose-but-verify models. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01