Henderson, L, Weighall, A and Gaskell, G (2013) Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration. Journal of Experimental Child Psychology, 116 (3). pp. 572-592. ISSN 0022-0965
Abstract
Research suggests that word learning is an extended process, with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study, 5- to 9-year-old children learned real science words (e.g., hippocampus) with or without semantic information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., hippopotamus) relative to control words 24 h after training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24 h after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after 1 week and outperformed children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | (c) 2013 Elsevier Inc. All rights reserved. This is an author produced version of a paper published in the Journal of Experimental Child Psychology. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Vocabulary acquisition; Complementary learning systems; Pause detection; Lexical integration; Rare word learning; Consolidation |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 13 Jul 2016 14:20 |
Last Modified: | 16 Jan 2018 18:08 |
Published Version: | http://doi.org/10.1016/j.jecp.2013.07.004 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.jecp.2013.07.004 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:94675 |