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Peter T. Richtsmeier; Allison Gladfelter; Michelle W. Moore – Language, Speech, and Hearing Services in Schools, 2024
Purpose: This study examined learning via perception, learning via production, and semantic depth as contributors to word learning in preschool-aged children. There is broad evidence that semantic depth is an important contributor to word learning, especially when semantic cues are repeated and spaced out over time. Perceptual learning and…
Descriptors: Preschool Children, Semantics, Perceptual Development, Vocabulary Development
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Nelson, Katherine – Child Development, 1972
Hypothesis was confirmed that more familiar and more ambiguous concepts would be less readily named in their less detailed representations. (Author/MB)
Descriptors: Concept Formation, Identification, Perceptual Development, Preschool Children
Press, Margaret L.
This paper reports on an experiment designed to collect data on children's perception and use of semantic attributes. Forty-five children ranging in age from 2 years 8 months to 6 years were given a picture test involving judgment of similarities between objects. The test consisted of 47 groups of pictures; each group contained a stimulus or a…
Descriptors: Child Language, Componential Analysis, Language Acquisition, Perception Tests
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Andrich, Gail Rex; Tager-Flusberg, Helen – Journal of Child Language, 1986
Reports two studies which investigated the acquisition of color terms by preschool children. The first was designed to clarify the role of certain conceptual factors in the acquisition of color terms. The second explored how input may interact with these conceptual factors and help to guide the acquisition of color words. (SED)
Descriptors: Child Language, Color, Comprehension, Concept Formation
Barton, David – 1976
Several studies have begun to investigate the claim that children can make most phonological discriminations when they begin to speak. This paper investigates how well children aged 2;3 to 2;11 can discriminate between pairs of minimally different real words, and it shows that the results are affected by how well the children know the words. It is…
Descriptors: Auditory Discrimination, Child Language, Cognitive Development, Distinctive Features (Language)