The Influence of Two Cognitive-Linguistic Variables on Incidental Word Learning in 5-Year-Olds

Abel, Alyson D.; Schuele, C. Melanie

doi:10.1007/s10936-013-9264-4

Cited by 10 publications

(16 citation statements)

References 45 publications

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“…Contrary to our hypothesis, no connection was found between phonological processing skills and the learning of word forms. However, phonological processing was connected to the learning of word meanings in the incidental task, as we hypothesized based on previous studies (Ramachandra et al, 2011;Abel and Schuele, 2014). This result suggests a link between phonological skills and learning the word meanings and it is also consistent with the findings of de Jong et al (2000), who demonstrated that phonological sensitivity enhances the learning of unfamiliar FIGURE 3 | Correlations between age and learning the meanings (left) and correct word forms (right) for the intentional task without production.…”

Section: Discussionmentioning

confidence: 96%

“…The analysis of that story telling reported that children with better phonological awareness performed better in learning the meanings of new words incidentally. Similarly, Abel and Schuele (2014) demonstrated that phonological awareness supported the incidental learning of unfamiliar native-language words. In addition, working memory and phonological short-term memory have been associated with more effective explicit learning of pseudoword meanings (Archibald and Joanisse, 2013).…”

Section: Introductionmentioning

confidence: 89%

“…This assumption is based on previous findings that suggest that phonological sensitivity enhances the learning of unfamiliar words (de Jong et al, 2000) and that a better developed phonological awareness leads to more successful mapping of foreign words with their meanings in a cross-situational statistical learning setting (Hu, 2017). In particular, we assumed that a more developed phonological awareness improves the learning of meanings in the incidental task, given that previous studies have established a connection between them (Ramachandra et al, 2011;Abel and Schuele, 2014). Similarly, we expected that children with better working memory capacities, as indicated by the Digit Span task, would learn meanings more effectively in the intentional task, as the explicit learning of meanings has been reported to be connected to phonological shortterm memory and working memory (Archibald and Joanisse, 2013).…”

Section: Introductionmentioning

confidence: 94%

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Intentional Training With Speech Production Supports Children’s Learning the Meanings of Foreign Words: A Comparison of Four Learning Tasks

Junttila

Ylinen

2020

Front. Psychol.

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To determine the best techniques to teach children foreign words, we compared the effectiveness of four different learning tasks on their foreign-word learning (i.e., learning word forms and word meanings). The tasks included incidental learning, intentional learning with production, intentional learning without production, and crosssituational statistical learning. We also analyzed whether children's age and cognitive skills correlate with the learning of word forms and word meanings. Forty-four 5-8-yearold children participated in the study. The results reveal that the children were able to learn the correct word forms from all four tasks and no differences emerged between the effectiveness of the tasks on the learning of word-forms. The children also learned the word meanings with all four tasks, yet the intentional task with production was more effective than the incidental task. This suggests that the ability of children to learn foreign words benefited from them knowing that they were supposed to learn new words and producing them aloud while training. The age of the children correlated with their learning results for word forms and meanings on the intentional task without production. The older children learned more effectively than the younger children in this task. Children's phonological processing skills were correlated with learning the word meanings from the incidental task, suggesting that children with better phonological skills were able to benefit from incidental learning more than children with poorer phonological skills. Altogether, the results suggest that children's foreign-language learning benefits from intentional training with speech production regardless of their age or cognitive skills.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 94%

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Intentional Training With Speech Production Supports Children’s Learning the Meanings of Foreign Words: A Comparison of Four Learning Tasks

Junttila

Ylinen

2020

Front. Psychol.

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“…In these cases, we subtracted the pre-test scores from the total number of target words to provide a more conservative number of words tested. For example, Abel and Schuele (2014) intended their study to include 15 target words. At pre-test, children correctly identified on average 6.51 words (SD = 2.80), suggesting they already knew some of the target words.…”

Section: Analysis Strategymentioning

confidence: 99%

The effects of shared storybook reading on word learning: A meta-analysis.

Flack¹,

Field²,

Horst³

2018

Developmental Psychology

156

108

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Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story repetitions, tokens and related factors moderate children's word comprehension, while adjusting for the number of target words. Dialogic reading styles, tokens, and the number of words tested all moderated word learning effects. Children's age, who read the story, and time between story and test were not moderators. We identify story repetition and word types as topics which merit further research. These results provide information to guide researchers and educators alike to the factors with the greatest impact on improving word learning from shared storybook reading. (PsycINFO Database Record

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“…Of the 38 studies in meta-analysis, four major types of reading stimuli were employed. First, two studies used a wordless picture book (Ard and Beverly, 2004;Abel and Schuele, 2014). Second, approximately 15 studies used authorcreated picture books embedded with targeted words that were mainly nouns (e.g., Blewitt et al, 2009;Houston-Price et al, 2014;.…”

Section: Effects Of Dialogic Readingmentioning

confidence: 99%

Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

et al. 2020

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This study aimed to investigate the learning effectiveness of reading picture books with EMPATHICS elements using dialogic reading techniques in enhancing young children's English language learning and creativity. EMPATHICS is an acronym of Emotion and Empathy, Meaning and Motivation, Perseverance, Agency and Autonomy, Time, Habits of Mind, Intelligences, Character Strengths, and Self Factors (Oxford, 2016). It adopted a quasi-experimental design, and 78 kindergarten children aged from 4 to 5 years old in a cluster group were randomly assigned to the experimental and control groups. Both groups read the same four picture books with their homeroom teachers, including two readers suggested in the curriculum and two picture books with enriched elements for 12 sessions over 8 weeks. A doubly multivariate analysis was used to measure the main time and group effects and the interaction effect on the performance of English receptive vocabulary, syntactic complexity, and verbal creativity of the two groups across three different times. There were significant differences only in the interactive effect on syntactic complexity. Children in the experimental condition gave responses with more complex syntactic structures. Significant time effects for receptive vocabulary, syntactic complexity, and verbal creativity were observed in all children. Reading enriched English texts better prepares children to creatively and effectively express themselves. This study extends previous research in two ways. First, this study is one of the few studies on the effectiveness of dialogic reading using EMPATHICS-enriched picture books among young language learners. Second, this study investigates the effects of dialogic teaching on English as a second language development in young children. The educational implications will be discussed.

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The Influence of Two Cognitive-Linguistic Variables on Incidental Word Learning in 5-Year-Olds

Cited by 10 publications

References 45 publications

Intentional Training With Speech Production Supports Children’s Learning the Meanings of Foreign Words: A Comparison of Four Learning Tasks

Intentional Training With Speech Production Supports Children’s Learning the Meanings of Foreign Words: A Comparison of Four Learning Tasks

The effects of shared storybook reading on word learning: A meta-analysis.

Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

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