ERIC Number: EJ848058
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 0
Causal Supports for Early Word Learning
Booth, Amy E.
Child Development, v80 n4 p1243-1250 Jul-Aug 2009
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.
Descriptors: Reading Processes, Word Recognition, Young Children, Teaching Methods, Reading Instruction, Influences, Causal Models, Cognitive Development
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Publication Type: Journal Articles; Reports - Research
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