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Learning Words from Experience: An Integrated Framework

Learning Words from Experience: An Integrated Framework

Annette M. E. Henderson, Mark A. Sabbagh
Copyright: © 2013 |Pages: 23
ISBN13: 9781466629738|ISBN10: 1466629738|EISBN13: 9781466629745
DOI: 10.4018/978-1-4666-2973-8.ch005
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MLA

Henderson, Annette M. E., and Mark A. Sabbagh. "Learning Words from Experience: An Integrated Framework." Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence, edited by Lakshmi Gogate and George Hollich, IGI Global, 2013, pp. 109-131. https://doi.org/10.4018/978-1-4666-2973-8.ch005

APA

Henderson, A. M. & Sabbagh, M. A. (2013). Learning Words from Experience: An Integrated Framework. In L. Gogate & G. Hollich (Eds.), Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence (pp. 109-131). IGI Global. https://doi.org/10.4018/978-1-4666-2973-8.ch005

Chicago

Henderson, Annette M. E., and Mark A. Sabbagh. "Learning Words from Experience: An Integrated Framework." In Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence, edited by Lakshmi Gogate and George Hollich, 109-131. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2973-8.ch005

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Abstract

How does experience influence children’s acquisition of word meanings? In this chapter, the authors discuss the evidence from two bodies of literature that take different perspectives to answer this question. First, they review evidence from the “experience” literature, which has demonstrated that different experiential factors (e.g., differences in the quantity and quality of maternal speech) are related to individual differences in children’s early vocabularies. Although the results of the studies within this literature are interesting, the authors argue that they do not clarify how experience influences children’s vocabulary development. They posit that this question can best be answered by marrying the “experience” literature and the “cognitive” literature, which has identified the skills and knowledge that children possess that help them determine the meanings of words. The authors demonstrate how integrating both literatures will provide a valuable framework from which research can be designed and hypotheses tested. In doing so, their framework will provide a comprehensive understanding of how experience influences children’s lexical development.

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