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Get the story straight: contextual repetition promotes word learning from storybooks.

Horst JS, Parsons KL, Bryan NM - Front Psychol (2011)

Bottom Line: In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words.Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession.Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

View Article: PubMed Central - PubMed

Affiliation: School of Psychology, University of Sussex Brighton, UK.

ABSTRACT
Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created storybooks were read to 3-year-old children three times during the course of 1 week. Each of the nine storybooks contained two novel name-object pairs. At each session, children either heard three different stories with the same two novel name-object pairs or the same story three times. Importantly, all children heard each novel name the same number of times. Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the novel objects. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

No MeSH data available.


Related in: MedlinePlus

Results from the immediate recall trials as a function of visit. The y-axis represents proportion of correct choices on the four-alternative test trials. The dotted line represents chance (0.25). Error bars represent one standard error of the mean. *p < 0.05, **p < 0.01, ***p < 0.001.
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Figure 4: Results from the immediate recall trials as a function of visit. The y-axis represents proportion of correct choices on the four-alternative test trials. The dotted line represents chance (0.25). Error bars represent one standard error of the mean. *p < 0.05, **p < 0.01, ***p < 0.001.

Mentions: Overall, children did very well on the initial tests (see Figure 4). Children in the same stories condition chose the target object significantly more than expected by chance on each of the three visits, all ps < 0.001. Children in the different stories condition also chose the target object significantly more than expected by chance on the last two visits, both ps < 0.05, however, they did not choose the target significantly more than expected by chance on the first visit. We ran paired t-tests comparing recall accuracy between visits 1 and 3 and between visits 2 and 3 for the same stories condition, t(7) = 1.36, p > 0.22, d = 0.80, t(7) = 2.39, p = 0.05, d = 1.09, respectively. We also ran the test comparing visits 1 and 2 (p > 0.73) as well as identical t-tests for the different stories condition (all ps > 0.23). With Bonferroni correction none of these tests were significant.


Get the story straight: contextual repetition promotes word learning from storybooks.

Horst JS, Parsons KL, Bryan NM - Front Psychol (2011)

Results from the immediate recall trials as a function of visit. The y-axis represents proportion of correct choices on the four-alternative test trials. The dotted line represents chance (0.25). Error bars represent one standard error of the mean. *p < 0.05, **p < 0.01, ***p < 0.001.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3111254&req=5

Figure 4: Results from the immediate recall trials as a function of visit. The y-axis represents proportion of correct choices on the four-alternative test trials. The dotted line represents chance (0.25). Error bars represent one standard error of the mean. *p < 0.05, **p < 0.01, ***p < 0.001.
Mentions: Overall, children did very well on the initial tests (see Figure 4). Children in the same stories condition chose the target object significantly more than expected by chance on each of the three visits, all ps < 0.001. Children in the different stories condition also chose the target object significantly more than expected by chance on the last two visits, both ps < 0.05, however, they did not choose the target significantly more than expected by chance on the first visit. We ran paired t-tests comparing recall accuracy between visits 1 and 3 and between visits 2 and 3 for the same stories condition, t(7) = 1.36, p > 0.22, d = 0.80, t(7) = 2.39, p = 0.05, d = 1.09, respectively. We also ran the test comparing visits 1 and 2 (p > 0.73) as well as identical t-tests for the different stories condition (all ps > 0.23). With Bonferroni correction none of these tests were significant.

Bottom Line: In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words.Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession.Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

View Article: PubMed Central - PubMed

Affiliation: School of Psychology, University of Sussex Brighton, UK.

ABSTRACT
Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created storybooks were read to 3-year-old children three times during the course of 1 week. Each of the nine storybooks contained two novel name-object pairs. At each session, children either heard three different stories with the same two novel name-object pairs or the same story three times. Importantly, all children heard each novel name the same number of times. Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the novel objects. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

No MeSH data available.


Related in: MedlinePlus