Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping.

ABSTRACT:

Purpose

Children with typical development vary in how much experience they need to learn words. This could be due to differences in the amount of information encoded during periods of input, consolidated between periods of input, or both. Our primary purpose is to identify whether encoding, consolidation, or both, drive individual differences in the slow-mapping process.

Method

Four- to 6-year-old children (N = 43) were trained on nine form-referent pairs across consecutive days. Children's ability to name referents was assessed at the beginning and end of each session. Word learning was assessed 1 month after training to determine long-term retention.

Results

Children with varying language knowledge and skills differed in their ability to encode words. Specifi

SUBMITTER: Gordon KR 

PROVIDER: S-EPMC9559666 | biostudies-literature | 2022 May

REPOSITORIES: biostudies-literature