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That's more like it: multiple exemplars facilitate word learning

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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That's more like it: multiple exemplars facilitate word learning. / Twomey, Katherine; Ranson, Samantha; Horst, Jessica.
In: Infant and Child Development, Vol. 23, No. 2, 30.04.2014, p. 105-122.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Twomey, K, Ranson, S & Horst, J 2014, 'That's more like it: multiple exemplars facilitate word learning', Infant and Child Development, vol. 23, no. 2, pp. 105-122. https://doi.org/10.1002/icd.1824

APA

Twomey, K., Ranson, S., & Horst, J. (2014). That's more like it: multiple exemplars facilitate word learning. Infant and Child Development, 23(2), 105-122. https://doi.org/10.1002/icd.1824

Vancouver

Twomey K, Ranson S, Horst J. That's more like it: multiple exemplars facilitate word learning. Infant and Child Development. 2014 Apr 30;23(2):105-122. Epub 2013 Oct 9. doi: 10.1002/icd.1824

Author

Twomey, Katherine ; Ranson, Samantha ; Horst, Jessica. / That's more like it : multiple exemplars facilitate word learning. In: Infant and Child Development. 2014 ; Vol. 23, No. 2. pp. 105-122.

Bibtex

@article{7c1aebc86ae5440890f08e296f0298d9,
title = "That's more like it: multiple exemplars facilitate word learning",
abstract = "Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learning about a category facilitates retention of newly learned words by presenting 2-year-old children with multiple referent selection trials to the same object category. In Experiment 1, children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task; however, only children who encountered multiple exemplars retained these mappings after a short delay. Experiment 2 replicated and extended this finding by exploring the effect of within-category variability on children's word retention. Children encountered either narrow or broad exemplars across trials. Again, all children did very well on the initial task; however, only children who encountered narrow exemplars retained mappings after a short delay. Overall, these data offer strong evidence that providing children with the opportunity to compare across exemplars during fast mapping facilitates retention.",
keywords = "word learning, categorisation, fast mapping, Language acquisition",
author = "Katherine Twomey and Samantha Ranson and Jessica Horst",
year = "2014",
month = apr,
day = "30",
doi = "10.1002/icd.1824",
language = "English",
volume = "23",
pages = "105--122",
journal = "Infant and Child Development",
issn = "1522-7227",
publisher = "JOHN WILEY & SONS LTD",
number = "2",

}

RIS

TY - JOUR

T1 - That's more like it

T2 - multiple exemplars facilitate word learning

AU - Twomey, Katherine

AU - Ranson, Samantha

AU - Horst, Jessica

PY - 2014/4/30

Y1 - 2014/4/30

N2 - Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learning about a category facilitates retention of newly learned words by presenting 2-year-old children with multiple referent selection trials to the same object category. In Experiment 1, children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task; however, only children who encountered multiple exemplars retained these mappings after a short delay. Experiment 2 replicated and extended this finding by exploring the effect of within-category variability on children's word retention. Children encountered either narrow or broad exemplars across trials. Again, all children did very well on the initial task; however, only children who encountered narrow exemplars retained mappings after a short delay. Overall, these data offer strong evidence that providing children with the opportunity to compare across exemplars during fast mapping facilitates retention.

AB - Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learning about a category facilitates retention of newly learned words by presenting 2-year-old children with multiple referent selection trials to the same object category. In Experiment 1, children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task; however, only children who encountered multiple exemplars retained these mappings after a short delay. Experiment 2 replicated and extended this finding by exploring the effect of within-category variability on children's word retention. Children encountered either narrow or broad exemplars across trials. Again, all children did very well on the initial task; however, only children who encountered narrow exemplars retained mappings after a short delay. Overall, these data offer strong evidence that providing children with the opportunity to compare across exemplars during fast mapping facilitates retention.

KW - word learning

KW - categorisation

KW - fast mapping

KW - Language acquisition

U2 - 10.1002/icd.1824

DO - 10.1002/icd.1824

M3 - Journal article

VL - 23

SP - 105

EP - 122

JO - Infant and Child Development

JF - Infant and Child Development

SN - 1522-7227

IS - 2

ER -