| 1 |
Encoding and consolidation during word learning (Gordon et al., 2022) ...
|
|
|
|
Abstract:
Purpose: Children with typical development vary in how much experience they need to learn words. This could be due to differences in the amount of information encoded during periods of input, consolidated between periods of input, or both. Our primary purpose is to identify whether encoding, consolidation, or both, drive individual differences in the slow-mapping process. Method: Four- to 6-year-old children ( N = 43) were trained on nine form-referent pairs across consecutive days. Children’s ability to name referents was assessed at the beginning and end of each session. Word learning was assessed 1 month after training to determine long-term retention. Results: Children with varying language knowledge and skills differed in their ability to encode words. Specifically, children varied in the number of words learned and the phonological precision of word forms at the end of the initial training session. Children demonstrated similarities in re-encoding in that they refined representations at a similar rate ...
|
|
Keyword:
Child language acquisition
|
|
URL: https://dx.doi.org/10.23641/asha.19606150
https://asha.figshare.com/articles/dataset/Encoding_and_consolidation_during_word_learning_Gordon_et_al_2022_/19606150
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Encoding and consolidation during word learning (Gordon et al., 2022) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Memory for word learning by children with DLD (Gordon et al., 2021) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Memory for word learning by children with DLD (Gordon et al., 2021) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
