The influence of two cognitive-linguistic variables on incidental word learning in 5-year-olds.
The influence of two cognitive-linguistic variables on incidental word learning in 5-year-olds.
复制标题
两个认知语言变量对5岁儿童偶然单词学习的影响。
DOI：
10.1007/s10936-013-9264-4
复制
发表时间：
2014-08
影响因子：
2
通讯作者：
Schuele, C. Melanie
中科院分区：
文献类型：
--
作者：
Abel, Alyson D.;Schuele, C. Melanie
附带单词学习与两个认知语言变量——语音记忆和语音意识——之间的关系尚未完全理解。 35 名发育正常的 5 岁学龄前儿童参与了一项研究，检查语音记忆、语音意识和附带单词学习之间的关联。孩子们在朗读故事中接触到目标单词，并附有一本无字图画书。在两次阅读故事之前和之后评估目标词的理解力。语音意识可以预测偶然的单词学习，但语音记忆却不能。语音意识和语音记忆对单词学习的影响可能取决于单词学习任务的要求。
The relation between incidental word learning and two cognitive-linguistic variables—phonological memory and phonological awareness—is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word learning. Children were exposed to target words in a read-aloud story that accompanied a wordless picture book. Target word comprehension was assessed before and after two readings of the story. Phonological awareness predicted incidental word learning but phonological memory did not. The influence of phonological awareness and phonological memory on word learning may be dependent on the demands of the word learning task.
登录
查看更多内容
影响因子：
2.1
作者：
DOLLAGHAN, CA;BIBER, ME;CAMPBELL, TF
通讯作者：
CAMPBELL, TF
影响因子：
4.9
作者：
Hu, Chieh-Fang
通讯作者：
Hu, Chieh-Fang
影响因子：
2.6
作者：
Bowey, JA
通讯作者：
Bowey, JA
影响因子：
4
作者：
GATHERCOLE, SE;BADDELEY, AD
通讯作者：
BADDELEY, AD
影响因子：
2.6
作者：
Dollaghan, CA;Campbell, TF;Kurs-Lasky, M
通讯作者：
Kurs-Lasky, M