Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies.
Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment.
Lederberg
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AR
Department of Educational Psychology and Special Education, Georgia State University, Atlanta 30303, USA. alederberg@gsu.edu
Prezbindowski
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Spencer
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PE
D001245:Association Learning; D002675:Child, Preschool; D003638:Deafness / Q000523:psychology* / Q000534:rehabilitation; D018479:Early Intervention, Educational; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology / Q000534:rehabilitation; D008137:Longitudinal Studies; D008297:Male; D012813:Sign Language; D014706:Verbal Learning