Children's acquisition of science terms: Simple exposure is insufficient

The ability of school children ( N = 233) to acquire new scientific vocabulary was examined. Children from two age groups ( M = 4.8 and M = 6.5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehens...

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Published in	Learning and instruction Vol. 17; no. 6; pp. 577 - 594
Main Authors	Dockrell, Julie E., Braisby, Nick, Best, Rachel M.
Format	Journal Article
Language	English
Published	Elsevier Ltd 01.12.2007 Elsevier
Subjects	Age Differences Domain knowledge Elementary School Students Fast mapping Knowledge Level Learning Lexicology Science Sciences Semantics Vocabulary Vocabulary Development Word Recognition Young Children Learning Science Vocabulary Domain knowledge Fast mapping
Online Access	Get full text
ISSN	0959-4752 1873-3263
DOI	10.1016/j.learninstruc.2007.09.005

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Abstract	The ability of school children ( N = 233) to acquire new scientific vocabulary was examined. Children from two age groups ( M = 4.8 and M = 6.5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a 9-month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors.
AbstractList	The ability of school children ( N = 233) to acquire new scientific vocabulary was examined. Children from two age groups ( M = 4.8 and M = 6.5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a 9-month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors. The ability of school children (N = 233) to acquire new scientific vocabulary was examined. Children from two age groups (M = 4.8 and M = 6.5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a 9-month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors.
Audience	Elementary Education
Author	Dockrell, Julie E. Braisby, Nick Best, Rachel M.
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Snippet	The ability of school children ( N = 233) to acquire new scientific vocabulary was examined. Children from two age groups ( M = 4.8 and M = 6.5) were... The ability of school children (N = 233) to acquire new scientific vocabulary was examined. Children from two age groups (M = 4.8 and M = 6.5) were introduced...
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SubjectTerms	Age Differences Domain knowledge Elementary School Students Fast mapping Knowledge Level Learning Lexicology Science Sciences Semantics Vocabulary Vocabulary Development Word Recognition Young Children
Title	Children's acquisition of science terms: Simple exposure is insufficient
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