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Samuelson, Larissa K. 
ORCID: https://orcid.org/0000-0002-9141-3286
(2021)
Towards a precision science of word learning: Understanding individual vocabulary pathways.
Child Development Perspectives, 15 (2).
pp. 117-124.
ISSN 1750-8592
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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.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | formal models,individual differences,word learning,pediatrics, perinatology, and child health,developmental and educational psychology,life-span and life-course studies ,/dk/atira/pure/subjectarea/asjc/2700/2735 |
| Faculty \ School: | Faculty of Social Sciences > School of Psychology |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Developmental Science Faculty of Social Sciences > Research Groups > Cognition, Action and Perception |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 13 Mar 2021 00:47 |
| Last Modified: | 23 Oct 2022 02:17 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/79455 |
| DOI: | 10.1111/cdep.12408 |
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