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Context and repetition in word learning

Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories...

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Autor principal: Horst, Jessica S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2013
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3619249/
https://www.ncbi.nlm.nih.gov/pubmed/23580347
http://dx.doi.org/10.3389/fpsyg.2013.00149
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author Horst, Jessica S.
author_facet Horst, Jessica S.
author_sort Horst, Jessica S.
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description Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further examines the effect of contextual repetition on children's word learning in both shared storybook reading and other situations, including fast mapping by mutual exclusivity. The studies reviewed here suggest that the same cognitive mechanisms support word learning in a variety of situations. Both practical considerations for experimental design and directions for future research are discussed.
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spelling pubmed-36192492013-04-11 Context and repetition in word learning Horst, Jessica S. Front Psychol Psychology Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further examines the effect of contextual repetition on children's word learning in both shared storybook reading and other situations, including fast mapping by mutual exclusivity. The studies reviewed here suggest that the same cognitive mechanisms support word learning in a variety of situations. Both practical considerations for experimental design and directions for future research are discussed. Frontiers Media S.A. 2013-04-09 /pmc/articles/PMC3619249/ /pubmed/23580347 http://dx.doi.org/10.3389/fpsyg.2013.00149 Text en Copyright © 2013 Horst. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc.
spellingShingle Psychology
Horst, Jessica S.
Context and repetition in word learning
title Context and repetition in word learning
title_full Context and repetition in word learning
title_fullStr Context and repetition in word learning
title_full_unstemmed Context and repetition in word learning
title_short Context and repetition in word learning
title_sort context and repetition in word learning
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3619249/
https://www.ncbi.nlm.nih.gov/pubmed/23580347
http://dx.doi.org/10.3389/fpsyg.2013.00149
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