PURPOSE: The authors of this study examined whether the type and number of word-learning cues affect how children infer and retain word-meaning mappings and whether the use of these cues changes with age. METHOD: Forty-eight 18- to 36-month-old children with typical language participated in a fast-mapping task in which 6 novel words were presented with 3 types of cues to the words' referents, either singly or in pairs. One day later, children were tested for retention of the novel words. RESULTS: By 24 months of age, children correctly inferred the referents of the novel words at a significant level. Children retained the meanings of words at a significant rate by 30 months of age. Children retained the first 3 of the 6 word-meaning mappings by 24 months of age. For both fast mapping and retention, the efficacy of different cue types changed with development, but children were equally successful whether the novel words were presented with 1 or 2 cues. CONCLUSION: The type of information available to children at fast mapping affects their ability to both form and retain word-meaning associations. Providing children with more information in the form of paired cues had no effect on either fast mapping or retention.
PURPOSE: The authors of this study examined whether the type and number of word-learning cues affect how children infer and retain word-meaning mappings and whether the use of these cues changes with age. METHOD: Forty-eight 18- to 36-month-old children with typical language participated in a fast-mapping task in which 6 novel words were presented with 3 types of cues to the words' referents, either singly or in pairs. One day later, children were tested for retention of the novel words. RESULTS: By 24 months of age, children correctly inferred the referents of the novel words at a significant level. Children retained the meanings of words at a significant rate by 30 months of age. Children retained the first 3 of the 6 word-meaning mappings by 24 months of age. For both fast mapping and retention, the efficacy of different cue types changed with development, but children were equally successful whether the novel words were presented with 1 or 2 cues. CONCLUSION: The type of information available to children at fast mapping affects their ability to both form and retain word-meaning associations. Providing children with more information in the form of paired cues had no effect on either fast mapping or retention.
Authors: Mary Alt; Cecilia R Figueroa; Heidi M Mettler; Nora Evans-Reitz; Jessie A Erikson Journal: J Speech Lang Hear Res Date: 2021-03-30 Impact factor: 2.297