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ERIC Number: EJ870551
Record Type: Journal
Publication Date: 2009
Pages: 28
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1524-8372
Preschool Children's Multimodal Word Learning
Scofield, Jason; Hernandez-Reif, Maria; Keith, Anna Beth
Journal of Cognition and Development, v10 n4 p306-333 2009
Two studies used a new paradigm to examine preschool children's (i.e., 2-, 3-, 4-, and 5-year-olds) word learning across multiple sense modalities. In Study 1 (n = 60), children heard a word for an object that they touched but did not see, while word learning was examined using objects that were seen but not touched. In Study 2 (n = 60), children heard a word for an object that they saw but did not touch, while word learning was examined using objects that were touched but not seen. Findings from both studies revealed that children were able to learn words by coordinating information across multiple sense modalities and that word learning improved with age. These findings are discussed in terms of E. J. Gibson's "differentiation" theory (1969, 1988). (Contains 2 figures, 1 footnote and 4 tables.)
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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A