scholarly journals Clinical Issues: Understanding Word Learning by Preschool Children: Insights From Multiple Tasks, Stimulus Characteristics, and Error Analysis

2005 ◽  
Vol 12 (3) ◽  
pp. 8-12 ◽  
Author(s):  
Jill R. Hoover ◽  
Holly L. Storkel
Keyword(s):  
Preschool Children ◽  
Error Analysis ◽  
Word Learning ◽  
Clinical Issues ◽  
Multiple Tasks

scholarly journals Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning in Vocabulary Intervention

2019 ◽  
Vol 40 (05) ◽  
pp. 344-358
Author(s):  
Elizabeth Spencer Kelley ◽  
Howard Goldstein
Keyword(s):  
Reading Comprehension ◽  
Preschool Children ◽  
Young Children ◽  
Word Learning ◽  
Exploratory Study ◽  
Semantic Knowledge ◽  
Learning Opportunities ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
Knowledge Based

AbstractVocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures are commonly used by speech-language pathologists (SLPs) to describe existing vocabulary knowledge and to provide comparisons to same-age peers. Process-based assessments of word learning can be helpful to provide information about how children may respond to learning opportunities and to inform treatment decisions. This article presents an exploratory study of the relation among vocabulary knowledge, word learning, and learning in vocabulary intervention in preschool children. The study examines the potential of a process-based assessment of word learning to predict response to vocabulary intervention. Participants completed a static, knowledge-based measure of vocabulary knowledge, a process-based assessment of word learning, and between 3 and 11 weeks of vocabulary intervention. Vocabulary knowledge, performance on the process-based assessment of word learning, and learning in vocabulary intervention were strongly related. SLPs might make use of the information provided by a process-based assessment of word learning to determine the appropriate intensity of intervention and to identify areas of phonological and semantic knowledge to target during intervention.

scholarly journals The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary

2010 ◽  
Vol 38 (3) ◽  
pp. 628-643 ◽  
Author(s):  
HOLLY L. STORKEL ◽  
JILL R. HOOVER
Keyword(s):  
Preschool Children ◽  
Probability Density ◽  
Word Learning ◽  
Picture Naming ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Phonotactic Probability ◽  
Density Effects ◽  
Floor Effects

ABSTRACTThe goal of this study was to examine the influence of part-word phonotactic probability/neighborhood density on word learning by preschool children with normal vocabularies that varied in size. Ninety-eight children (age 2 ; 11–6 ; 0) were taught consonant-vowel-consonant (CVC) nonwords orthogonally varying in the probability/density of the CV (i.e. body) and VC (i.e. rhyme). Learning was measured via picture naming. Children with the lowest expressive vocabulary scores showed no effect of either CV or VC probability/density, although floor effects could not be ruled out. In contrast, children with low or high expressive vocabulary scores demonstrated sensitivity to part-word probability/density with the nature of the effect varying by group. Children with the highest expressive vocabulary scores displayed yet a third pattern of part-word probability/density effects. Taken together, word learning by preschool children was influenced by part-word probability/density but the nature of this influence appeared to depend on the size of the lexicon.

scholarly journals Can young children learn words from a robot?

2011 ◽  
Vol 12 (1) ◽  
pp. 107-118 ◽  
Author(s):  
Yusuke Moriguchi ◽  
Takayuki Kanda ◽  
Hiroshi Ishiguro ◽  
Yoko Shimada ◽  
Shoji Itakura
Keyword(s):  
Social Cognition ◽  
Preschool Children ◽  
Cognitive Development ◽  
Young Children ◽  
Word Learning ◽  
Human Condition ◽  
Chance Level ◽  
Developmental Difference ◽  
Novel Objects ◽  
Better Than

Young children generally learn words from other people. Recent research has shown that children can learn new actions and skills from nonhuman agents. This study examines whether young children could learn words from a robot. Preschool children were shown a video in which either a woman (human condition) or a mechanical robot (robot condition) labeled novel objects. Then the children were asked to select the objects according to the names used in the video. The results revealed that children in the human condition were more likely to select the correct objects than those in the robot condition. Nevertheless, the five-year-old children in the robot condition performed significantly better than chance level, while the four-year olds did not. Thus there is a developmental difference in children’s potential to learn words from a robot. The results contribute to our understanding of how children interact with non-human agents. Keywords: developmental cybernetics; word learning; social cognition; cognitive development

Word Learning and Story Comprehension From Digital Storybooks

2016 ◽  
Vol 55 (3) ◽  
pp. 410-428 ◽  
Author(s):  
Elizabeth S. Kelley ◽  
Kara Kinney
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
Word Learning ◽  
Group Differences ◽  
Story Comprehension ◽  
Experimental Conditions ◽  
New Words ◽  
Incidental Exposure ◽  
Learning Instruction ◽  
Incidental Word Learning

An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story comprehension of preschool children after interactions with interactive and noninteractive versions of a digital storybook. Thirty preschool children were randomly assigned to one of two experimental conditions: interactive in which the story text was presented aloud and interactive features were present and not interactive in which the story text was presented aloud with no interactive features. After three sessions with the digital storybook, no group differences were observed between conditions on measures of word learning or story comprehension. Children in both groups demonstrated some learning of new words; however, gains were minimal, approximately one new word per child. This study contributes preliminary data to indicate that interactive components of digital storybooks may not be sufficient to facilitate language learning. Instruction, rather than incidental exposure, is likely necessary for meaningful language learning from digital storybooks.

scholarly journals The Effect of Semantic Set Size on Word Learning by Preschool Children

2009 ◽  
Vol 52 (2) ◽  
pp. 306-320 ◽  
Author(s):  
Holly L. Storkel ◽  
Suzanne M. Adlof
Keyword(s):  
Preschool Children ◽  
Word Learning ◽  
Set Size

Object movement in preschool children's word learning

2009 ◽  
Vol 38 (1) ◽  
pp. 181-200 ◽  
Author(s):  
JASON SCOFIELD ◽  
ANDREA MILLER ◽  
TRAVIS HARTIN
Keyword(s):  
Preschool Children ◽  
Word Learning ◽  
Moving Object ◽  
Object Movement ◽  
Stationary Objects ◽  
Novel Objects

ABSTRACTTwo studies examined whether preschool children preferred to select a moving object over stationary objects when determining the referent of a novel word. In both studies three- and four-year-olds observed three novel objects, one moving object and two stationary objects. In Study 1, children (n=44) were asked to select the object that best matched a novel word. In Study 2, children (n=45) were asked to select the object that best matched a novel fact. Results across the two studies indicated that three- and four-year-olds showed a preference for selecting the moving object and that this preference was similar for both words and facts. These results suggest that preschool children are able to use movement to determine the referent of a novel word, especially when other cues are unavailable or unhelpful, but that movement may not be uniquely helpful for word learning.

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