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Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words
Haley A Vlach1, Catherine M Sandhofer
1Language and Cognitive Development Lab, Department of Psychology, University of California Los Angeles Los Angeles, CA, USA.
Children rapidly forget newly learned words, challenging the idea of high retention in fast mapping. This forgetting actually aids long-term word learning and generalization.
Area of Science:
- Developmental Psychology
- Cognitive Psychology
- Linguistics
Background:
- Children's fast mapping ability allows rapid word-referent association.
- Existing literature suggests high retention of fast-mapped words over time.
- Domain-general memory processes influence early word acquisition.
Purpose of the Study:
- To investigate the retention of fast-mapped words in children and adults over immediate, 1-week, and 1-month delays.
- To compare word retention patterns with established forgetting functions in memory research.
- To explore the role of forgetting in supporting extended word mapping and generalization.
Main Methods:
- A study involving 216 children and 54 adults.
- Assessment of word mapping retention at three distinct time points: immediately, after 1 week, and after 1 month.
- Analysis of forgetting patterns in relation to domain-general memory processes.
Main Results:
- Learners, including children, demonstrate a rapid rate of forgetting fast-mapped words.
- Retention patterns observed in the study closely mirror known forgetting functions from general memory research.
- Contrary to prior characterizations, word mapping retention is not consistently high across timescales.
Conclusions:
- The study challenges the notion of consistently high retention in children's fast mapping.
- Forgetting is identified as a crucial component of memory that supports, rather than hinders, long-term word learning.
- Understanding forgetting mechanisms is vital for comprehending children's vocabulary acquisition and generalization processes.
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