View in EDS PDF Full Text

Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways

Saved in:
Bibliographic Details
Title: Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways
Language: English
Authors: Samuelson, Larissa K. (ORCID 0000-0002-9141-3286)
Source: Child Development Perspectives. Jun 2021 15(2):117-124.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2021
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: HD045713
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Vocabulary Development, Learning Processes, Toddlers, Language Acquisition, Learning Problems, Cognitive Processes
DOI: 10.1111/cdep.12408
ISSN: 1750-8592
1750-8606
Abstract: Toddlers vary widely in the rate at which they develop vocabulary. This variation predicts later language development and school success at the group level; however, we cannot determine which children with slower vocabulary development in the second year will continue to have difficulty. In this article, I argue that this is because we lack theoretical understanding of how multiple processes operate as a system to create individual children's pathways to word learning. I discuss the difficulties children face when learning even a single concrete noun, the multiple general cognitive processes that support word learning, and some evidence of rapid development in the second year. I present work toward a formal model of the word learning system and how this system changes over time. The long-term goal of this work is to understand how individual children's strengths and weaknesses create unique vocabulary pathways, and to enable us to predict outcomes and identify effective interventions.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1344396
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHOuEhmVhIGZ9OAjBJKskACAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDIfSvJj2jP4cfbEaxwIBEICBm8U_nO_F-o2RxTpTROIfiPTfKS5sPdcQpRuv3g6M4ptG19slVPaAFJ16gmspfSmHJblH_yxnSarLES3AAJhfIrSVSHL_jXxGHgJIPvyWKHtMALkEpxAuAVZzA6Wy7GDydncZN06gu6WcZH8rB4UzWz0qd28KolwY4UaS-kuGOL3j3O_ryPq_I9kWGtDKEcS5wH60G_TWzdqGEVfp
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1344396
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Samuelson%2C+Larissa+K%2E%22">Samuelson, Larissa K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9141-3286">0000-0002-9141-3286</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Child+Development+Perspectives%22"><i>Child Development Perspectives</i></searchLink>. Jun 2021 15(2):117-124.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: HD045713
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/cdep.12408
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1750-8592<br />1750-8606
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Toddlers vary widely in the rate at which they develop vocabulary. This variation predicts later language development and school success at the group level; however, we cannot determine which children with slower vocabulary development in the second year will continue to have difficulty. In this article, I argue that this is because we lack theoretical understanding of how multiple processes operate as a system to create individual children's pathways to word learning. I discuss the difficulties children face when learning even a single concrete noun, the multiple general cognitive processes that support word learning, and some evidence of rapid development in the second year. I present work toward a formal model of the word learning system and how this system changes over time. The long-term goal of this work is to understand how individual children's strengths and weaknesses create unique vocabulary pathways, and to enable us to predict outcomes and identify effective interventions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1344396
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1344396
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/cdep.12408
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 117
    Subjects:
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Learning Problems
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
    Titles:
      – TitleFull: Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Samuelson, Larissa K.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 1750-8592
            – Type: issn-electronic
              Value: 1750-8606
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Child Development Perspectives
              Type: main
ResultId 1