Understanding preschoolers' word learning success in different scenarios: disambiguation meets statistical learning and eBook reading.

ABSTRACT: Children's ability to learn new words during their preschool years is crucial for further academic success. Previous research suggests that children rely on different learning mechanisms to acquire new words depending on the available context and linguistic information. To date, there is limited research integrating different paradigms to provide a cohesive view of the mechanisms and processes involved in preschool children's word learning. We presented 4 year-old children (n = 47) with one of three different novel word-learning scenarios to test their ability to connect novel words to their correspondent referents without explicit instruction to do so. The scenarios were tested with three exposure conditions of different nature: (i) mutual exclusivity-target novel word-referent pai

SUBMITTER: Pino Escobar G 

PROVIDER: S-EPMC10150025 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature