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Different kinds of information affect word learning in the preschool years: the case of part-term learning.

Authors
  • Saylor, Megan M
  • Sabbagh, Mark A
Type
Published Article
Journal
Child development
Publication Date
Jan 01, 2004
Volume
75
Issue
2
Pages
395–408
Identifiers
PMID: 15056195
Source
Medline
License
Unknown

Abstract

Two studies investigated how preschool children's interpretations of novel words as names for parts of objects were affected by 3 kinds of information: (a) whole object familiarity, (b) whole part juxtaposition, and (c) syntactic information indicating possession. Study 1 tested 3- to 4-year-olds and found that although there was evidence that all information affected children's part-term interpretations to some extent, they were most systematic when provided with 2 or more kinds of information. Study 2 adapted the procedure for use with 2.5-year-olds and found the same general pattern of results. Variations across studies were found that may reflect changes in how different kinds of information affect word learning with development.

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