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ERIC Number: EJ1048443
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1547-5441
Developmental Changes in Causal Supports for Word Learning
Booth, Amy E.; Alvarez, Aubry
Language Learning and Development, v11 n1 p80-92 2015
This work explores whether the facilitative effect of causal information on preschoolers' word and descriptive fact learning persists in school-age children. Twenty-three 5-year-olds just beginning school and 23 6- to 7-year-olds who had accumulated over a year of schooling were taught novel words along with descriptions of causally rich, causally weak, or arbitrary and transient properties of their referents. Kindergarteners, but not first graders, were better able to productively recall causally rich descriptions than causally weak or baseline transient descriptions. The benefits of causal information to word learning followed the same developmental pattern. Only the younger group comprehended words accompanied by causally rich descriptions better than those accompanied by causally weak descriptions. Therefore, while causal information continues to support word and fact learning as children enter kindergarten, its influence is mitigated by other forces by the time children complete first grade.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: BCS-0843252