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Discontinuity of Reference Hinders Children's Learning of New Words

Bibliographic Data

ID21301773
AuthorsJessica F Schwab (0000-0003-0123-7969, Princeton University, corresponding author), Casey Lew‐william (0000-0002-8781-4458, Princeton University), Casey Lew-Williams (Princeton University)
Year2020
Volume91
Issue1
Pagese29-e41
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChild Development (JOURNAL)
Journal identifiersISSN: 0009-3920 • E-ISSN: 1467-8624
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.13189
PMID30516268
OpenAlexW2902258595
LanguageEN
Citations received2
References cited51

When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words

Cognition · Cognitive psychology · Discontinuity (linguistics) · Gesture · Linguistics · Nonverbal communication · Object (grammar) · Verbal learning · Vocabulary · Word (group theory) · Word learning · Child and Animal Learning Development · Communication · Hearing Impairment and Communication · Language Development and Disorders · Psychology

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Unique citing works2
Citations per year0,67
Citation span2023 - 2024 (2)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 2

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