Learning What to Remember: Vocabulary Knowledge and Children's Memory for Object Names and Features

Lynn Perry, Emma L. Axelsson, Jessica S. Horst

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name-object association. In the current study we investigated (1) what children remembered after they were initially introduced to name-object associations and (2) how their vocabulary size and vocabulary structure influenced what they remembered. As a group, children had difficulty remembering each of the features of the original novel objects. Further analyses revealed that differences in vocabulary structure predicted children's ability to remember object features. Specifically, children who produced many names for categories organized by similarity in shape (e.g. ball, cup) had the best memory for newly-learned objects' features-especially their shapes. In addition, the more features children remembered, the more likely they were to retain the newly learned name-object associations.

Original languageEnglish (US)
JournalInfant and Child Development
DOIs
StateAccepted/In press - 2015
Externally publishedYes

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Vocabulary
Names
Learning
Aptitude

Keywords

  • Fast mapping
  • Shape bias
  • Vocabulary
  • Word learning

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Learning What to Remember : Vocabulary Knowledge and Children's Memory for Object Names and Features. / Perry, Lynn; Axelsson, Emma L.; Horst, Jessica S.

In: Infant and Child Development, 2015.

Research output: Contribution to journalArticle

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