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Remember dax? Relations between children's cross-situational word learning, memory, and language abilities
Haley A Vlach1, Catherine A DeBrock1
1University of Wisconsin, Madison.
Journal of Memory and Language
|May 16, 2017
Summary
Children
Area of Science:
- Cognitive Development
- Developmental Psychology
- Linguistics
Background:
- Cross-situational word learning (CSWL) is crucial for children acquiring new vocabulary.
- While CSWL abilities develop throughout childhood, the underlying cognitive mechanisms remain unclear.
Purpose of the Study:
- To investigate the cognitive systems contributing to individual differences and developmental changes in children's CSWL abilities.
- To test a developmental systems account of CSWL.
Main Methods:
- Two experiments were conducted to assess children's CSWL.
- Cognitive abilities, including memory and language, were evaluated in relation to CSWL performance.
Main Results:
- Multiple cognitive domains, particularly memory, significantly predict CSWL development beyond chronological age.
- Memory abilities appear especially critical for successful CSWL.
Conclusions:
- CSWL development is influenced by a combination of cognitive capacities, not solely age.
- Future theories and models of CSWL should incorporate individual cognitive profiles and their changes over time.
Keywords:
cognitive developmentlanguage developmentmemory developmentstatistical learningword learningMore Related Videos
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