Complexities of expressive word learning over time

Karla McGregor, Sheng Li, Tracy Ball

Research output: Contribution to journalArticle

36 Citations (Scopus)

Abstract

Purpose: The purpose of this study was to examine semantic and lexical aspects of word learning over time. Method: Thirty-four 8-year-olds participated in vocabulary lessons for 2 weeks. Frequency of exposure and informativeness of semantic context were manipulated. A definition task assessed semantic learning and a naming task assessed lexical learning. Results: Semantic and lexical knowledge accrued over time and were maintained after a 1-month interval. Higher frequency of exposure had an immediate effect on semantic learning and a more gradual effect on lexical learning. Frequency of exposure coupled with informative context promoted semantic learning. Clinical Implications: Speech-language pathologists should be mindful of the richness of the learning context and the redundancy of massed and distributed exposures. Learning at the semantic and lexical levels can dissociate so both should be addressed.

Original languageEnglish (US)
Pages (from-to)353-364
Number of pages12
JournalLanguage, Speech, and Hearing Services in Schools
Volume38
Issue number4
DOIs
StatePublished - Oct 1 2007

Fingerprint

Semantics
Learning
semantics
learning
time
Expressive
Word Learning
Vocabulary
redundancy
vocabulary
Language
language
Semantic Context
Lexical Learning

Keywords

  • Semantics
  • Teaching
  • Vocabulary
  • Word learning

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Cite this

Complexities of expressive word learning over time. / McGregor, Karla; Li, Sheng; Ball, Tracy.

In: Language, Speech, and Hearing Services in Schools, Vol. 38, No. 4, 01.10.2007, p. 353-364.

Research output: Contribution to journalArticle

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