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Learning What to Remember: Vocabulary Knowledge and Children’s Memory for Object Names and Features
2016 (English)In: Infant and Child Development, ISSN 1522-7227, E-ISSN 1522-7219, Vol. 25, p. 247-258Article in journal (Refereed) Published
Abstract [en]

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 mem-ory 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 associa-tions. Vocabulary size, however, was not predictive of children’s feature memory or retention. Taken together, these findings dem-onstrate that children’s existing vocabulary structure, rather than simply vocabulary size, influences what they attend to when en-countering a new object and subsequently their ability to remem-ber new name–object associations.

Place, publisher, year, edition, pages
2016. Vol. 25, p. 247-258
National Category
Psychology
Identifiers
URN: urn:nbn:se:uu:diva-353636DOI: 10.1002/icd.1933OAI: oai:DiVA.org:uu-353636DiVA, id: diva2:1218426
Available from: 2018-06-14 Created: 2018-06-14 Last updated: 2018-06-14

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Publisher's full texthttp://doi.wiley.com/10.1002/icd.1933

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Axelsson, Emma L
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