Expanding retrieval practice: An effective aid to preschool children's learning

2007 ◽  
Vol 60 (7) ◽  
pp. 991-1004 ◽  
Author(s):  
Catherine O. Fritz ◽  
Peter E. Morris ◽  
Debra Nolan ◽  
Jillian Singleton
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Effect Size ◽  
Retrieval Practice ◽  
Large Effect Size ◽  
Presentation Condition ◽  
Children’S Learning ◽  
Elaboration Condition ◽  
Considerable Benefit ◽  
Children's Learning

The benefits of expanding retrieval practice for preschool children were explored in two experiments. In Experiment 1, three groups learned names for six plush toy pigs using expanding retrieval practice, a reward incentive, or a control condition. Reward did not significantly improve learning but retrieval practice doubled recall. In Experiment 2, three groups learned names to soft toys, comparing recall following massed elaborative study with either expanding retrieval practice or expanding re-presentation. Recall was tested after 1 minute, 1 day, and 2 days. A very large effect size ( d = 1.9) indicated the very considerable benefit from expanding retrieval practice over the elaboration condition. Comparison with the re-presentation condition suggested that half of the benefit of expanding retrieval practice came from spaced scheduling and half from retrieval practice. Expanding retrieval practice provides an effective method to improve learning by young children.

scholarly journals The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

2021 ◽  
pp. 1-17
Author(s):  
Eileen Haebig ◽  
Laurence B. Leonard ◽  
Patricia Deevy ◽  
Jennifer Schumaker ◽  
Jeffrey D. Karpicke ◽  
...  
Keyword(s):  
Preschool Children ◽  
Semantic Information ◽  
Retrieval Practice ◽  
Word Meaning ◽  
Semantic Feature ◽  
Semantic Features ◽  
Word Form ◽  
Spaced Retrieval ◽  
Children’S Learning ◽  
Children's Learning

Purpose Recent behavioral studies have demonstrated the effectiveness of implementing retrieval practice into learning tasks for children. Such approaches have revealed that repeated spaced retrieval (RSR) is particularly effective in promoting children's learning of word form and meaning information. This study further examines how retrieval practice enhances learning of word meaning information at the behavioral and neural levels. Method Twenty typically developing preschool children were taught novel words using an RSR learning schedule for some words and an immediate retrieval (IR) learning schedule for other words. In addition to the label, children were taught two arbitrary semantic features for each item. Following the teaching phase, children's learning was tested using recall tests. In addition, during the 1-week follow-up, children were presented with pictures and an auditory sentence that correctly labeled the item but stated correct or incorrect semantic information. Event-related brain potentials (ERPs) were time locked to the onset of the words noting the semantic feature. Children provided verbal judgments of whether the semantic feature was correctly paired with the item. Results Children recalled more labels and semantic features for items that had been taught in the RSR learning schedule relative to the IR learning schedule. ERPs also differentiated the learning schedules. Mismatching label–meaning pairings elicited an N400 and late positive component (LPC) for both learning conditions; however, mismatching RSR pairs elicited an N400 with an earlier onset and an LPC with a longer duration, relative to IR mismatching label–meaning pairings. These ERP timing differences indicated that the children were more efficient in processing words that were taught in the RSR schedule relative to the IR learning schedule. Conclusions Spaced retrieval practice promotes learning of both word form and meaning information. The findings lay the necessary groundwork for better understanding of processing newly learned semantic information in preschool children. Supplemental Material https://doi.org/10.23641/asha.15063060

scholarly journals Coviewing Educational Media: Does Coviewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations?

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985323
Author(s):  
Preeti G. Samudra ◽  
Rachel M. Flynn ◽  
Kevin M. Wong
Keyword(s):  
Young Children ◽  
Low Income ◽  
Vocabulary Learning ◽  
Educational Media ◽  
Children’S Learning ◽  
Children's Learning

Coviewing media is a practice commonly recommended to parents of young children. However, little is known about how coviewing might scaffold the vocabulary learning of low-income preschoolers. The present study focused on how coviewing educational media influences children’s learning of two different vocabulary associations—auditory-only and audiovisual vocabulary associations. We additionally studied whether children with weaker baseline vocabularies might particularly benefit from coviewing. One hundred twenty-eight low-income preschoolers viewed five educational media clips either with an adult coviewer or alone. Audiovisual and auditory vocabulary associations were then assessed. Results show that coviewing did not support vocabulary learning overall but did specifically support the development of auditory-only vocabulary associations for children with weaker baseline vocabularies. This suggests that coviewing may not provide a ubiquitous benefit but rather predicts learning in the mode of coviewer input (auditory) specifically for the children who need additional supports the most.

The implications of polysemy for theories of word learning

2021 ◽  
Author(s):  
Mahesh Srinivasan ◽  
Hugh Rabagliati
Keyword(s):  
Young Children ◽  
Word Learning ◽  
Fundamental Feature ◽  
Children’S Learning ◽  
Multiple Meanings ◽  
New Perspective ◽  
Polysemous Words ◽  
Review Current ◽  
Children's Learning

Word learning is typically studied as a problem in which children need to learn a single meaning for a new word. According to most theories, children’s learning is itself guided by the assumption that a new word has only one meaning. However, most words in languages are polysemous, having many related and distinct meanings. In this article, we consider the implications of this disjuncture. As we review, current theories predict that children should struggle to learn polysemous words. Yet recent research shows that young children readily learn multiple meanings for words and represent them in ways that are qualitatively similar to adults. Moreover, polysemy may facilitate word learning by allowing children to use their knowledge of familiar meanings of a word to learn its other meanings. These findings motivate a new perspective on word learning that recognizes polysemy as a fundamental feature of language instead of treating it as an outlying case.

scholarly journals Knowing more than one can say: The early regular plural

2009 ◽  
Vol 36 (5) ◽  
pp. 1145-1155 ◽  
Author(s):  
JENNIFER A. ZAPF ◽  
LINDA B. SMITH
Keyword(s):  
Young Children ◽  
Partial Knowledge ◽  
Children’S Learning ◽  
Singular Form ◽  
English Speaking ◽  
Broad Generalization ◽  
Learning English ◽  
Children's Learning

ABSTRACTThis paper reports on partial knowledge in two-year-old children's learning of the regular English plural. In Experiments 1 and 2, children were presented with one kind and its label and then were either presented with two of that same kind (A→AA) or the initial picture next to a very different thing (A→AB). The children in A→AA rarely produced the plural. The children in A→AB supplied the singular form of A but children in A→AA did not. Experiment 3 compared the performance of English-speaking and Japanese-speaking children in A→AA with common and novel nouns. The Japanese-speaking children (learning a language without a mandatory plural) supplied the singular form of A but the English-speaking children did not. The findings indicate young children learning English know there is a plural to be learned before they have fully worked out the rules of production or acquired the necessary singular–plural pairs for broad generalization.

scholarly journals Young children’s learning and generalization of teleological and mechanistic explanations

2018 ◽  
Author(s):  
Tania Lombrozo ◽  
Elizabeth Bonawitz ◽  
Nicole R. Scalise
Keyword(s):  
Young Children ◽  
Natural World ◽  
Mechanistic Explanations ◽  
Children’S Learning ◽  
Natural Objects ◽  
Children's Learning

Young children often endorse explanations of the natural world that appeal to functions or purpose—for example, that rocks are pointy so animals can scratch on them. By contrast, most Western-educated adults reject such explanations. What accounts for this change? We investigated 4- to 5-year-old children’s ability to generalize the form of an explanation from examples by presenting them with novel teleological explanations, novel mechanistic explanations, or no explanations for 5 nonliving natural objects. We then asked children to explain novel instances of the same objects and novel kinds of objects. We found that children were able to learn and generalize explanations of both types, suggesting an ability to draw generalizations over the form of an explanation. We also found that teleological and mechanistic explanations were learned and generalized equally well, suggesting that if a domain-general teleological bias exists, it does not manifest as a bias in learning or generalization.

Camp Challenge: Program for Parents and Their Preschool Children with Visual Handicaps

1974 ◽  
Vol 68 (8) ◽  
pp. 344-347
Author(s):  
K.C. Sykes
Keyword(s):  
Preschool Children ◽  
Community Action ◽  
Experienced Teachers ◽  
Action Program ◽  
Learning Program ◽  
Trainee Teachers ◽  
Children’S Learning ◽  
The Future ◽  
Community Action Program ◽  
Children's Learning

This community action program focuses on the critical need to provide services to the parents of preschool children with visual handicaps. Scheduling at the camp allows parents to attend lectures while trainee teachers work with the preschool children in a children's learning program supervised by experienced teachers. Recruitment, programming, and evaluation are discussed as well as the informal aspects of the camp. Plans for the future include the setting up of workshops; dissemination of resource materials; and the need to encourage entire families to attend.

scholarly journals Young children’s experience of aesthetics in preschool

2013 ◽  
Vol 6 ◽  
Author(s):  
Ingrid Pramling Samuelsson ◽  
Sonja Sheridan ◽  
Mikael Hansen
Keyword(s):  
Young Children ◽  
Preschool Teachers ◽  
Early Learning ◽  
Research Project ◽  
Children’S Learning ◽  
A Current ◽  
Children's Learning

This article aims to investigate young children’s experience of aesthetic activities in preschool. The result is based on preschool teachers’ mapping during a two-week period of what toddlers (1.5 to 3.4 years) are offered or take initiatives themselves to, within the area of aesthetics. The 24 preschools where the mapping was done have been participating in a larger research project called, Children’s early learning. A current study of preschool as an environment for children’s learning (Sheridan, Pramling Samuelsson & Johansson, 2009). This means that we also had data on the quality of the participating preschools, based on ECERS (Harms & Clifford, 1980; Sheridan, 2007), which we linked to children’s experience in aesthetics. The result shows that there is a large variation between the amount and kind of aesthetic activities in preschool that young children can participate in. 

Characterizing an information environment for supporting learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kathleen Campana
Keyword(s):  
Young Children ◽  
Design Methodology ◽  
Public Library ◽  
Information Environment ◽  
Content Type ◽  
Children’S Learning ◽  
Multimodal Information ◽  
Children's Learning

Purpose This study aims to offer insights into the presence and nature of an information environment provided for young children to support their learning and explore how an information environment for young children can be characterized. Design/methodology/approach Observations of video-recorded public library storytimes were used to investigate the presence and nature of an information environment for young children’s learning. Findings The observations revealed that storytimes provide a rich, multimodal information environment where information is shared with young children and they are encouraged to interact with it in a variety of ways. The storytime participants take on several different roles that help to foster and sustain the information environment. Originality/value This study tests the applicability of Eisenberg and Small’s (1993) information-based education framework for exploring an information environment and recommends revisions to improve the framework’s effectiveness for characterizing information environments for young children.

Hi, Robot

Reading Minds ◽  
2020 ◽  
pp. 123-138
Author(s):  
Henry M. Wellman
Keyword(s):  
Young Children ◽  
Social Development ◽  
Research Program ◽  
Complex Relationship ◽  
Future Studies ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Children’S Learning ◽  
Wide Range ◽  
Children's Learning

This chapter focuses on children’s perception of and interaction with robots. In this way, it follows from Chapter 8 and its focus on understanding of extraordinary minds. Every year, robots become a larger part of adults’ and children’s lives. They are designed to play games, answer questions, read stories, and even watch children unsupervised. Current research suggests that robots might be effective in these roles for young children but less so with older ones. Because robots play an expanding role in children’s lives, we need an expanding research program to understand child–robot interactions for children in a wide range of ages. The chapter overviews emerging research beginning to study this. It also outlines future studies needed to examine children’s learning from robots, along with the complex relationship between children’s perceptions of robots, experiences with robots, how they treat them, and how those interactions impact children’s social development and their interactions with others.

Sign in / Sign up

Export Citation Format

Share Document