Causal supports for early word learning.
What factors determine whether a young child will learn a new word? Although there are surely numerous contributors, the current investigation highlights the role of causal information. Three-year-old children (N = 36) were taught 6 new words for unfamiliar objects or animals. Items were described in terms of their causal or noncausal properties. When tested only minutes after training, no significant differences between the conditions were evident. However, when tested several days after training, children performed better on words trained in the causal condition. These results demonstrate that the well-documented effect of causal information on learning and categorization extends to word learning in young children.
Booth
Amy E
AE
Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, 2240 Campus Dr., Evanston, IL 60208, USA. a-booth@northwestern.edu
D002663:Child Language; D002675:Child, Preschool; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D010988:Play and Playthings; D011930:Reaction Time; D014706:Verbal Learning; D014825:Vocabulary