Journal article
The role of elicited verbal imitation in toddlers' word learning
Journal of child language, Vol.43(2), pp.457-471
03/2016
PMID: 26041106
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Source: InCites
Abstract
This study is about the role of elicited verbal imitation in toddler word learning. Forty-eight toddlers were taught eight nonwords linked to referents. During training, they were asked to imitate the nonwords. Naming of the referents was tested at three intervals (one minute later [uncued], five minutes, and 1–7 days later [cued]) and recognition at the last two intervals. Receptive vocabulary, nonword repetition, and expressive phonology were assessed. The accuracy of elicited imitation during training predicted naming at one and five minutes, but not 1–7 days later. Neither nonword repetition nor expressive phonology was associated with naming over time but extant vocabulary predicted performance at all time intervals. We hypothesize that elicited imitation facilitates word learning in its earliest stages by supporting encoding of the word form into memory and allowing practice of the articulatory-phonological plan. At later stages, vocabulary facilitates integration of the word form into the lexical network.
Details
- Title
- The role of elicited verbal imitation in toddlers' word learning
- Creators
- Rosemary Hodges - University of SydneyNatalie Munro - University of SydneyElise Baker - University of SydneyKarla McGregor - University of IowaKimberley Docking - University of SydneyJoanne Arciuli - University of Sydney
- Publication Details
- Journal of child language, Vol.43(2), pp.457-471
- Publisher
- Cambridge University Press
- Number of pages
- 15
- Grant note
- University of Sydney Equity Fellowship Helga Pettitt Postgraduate Faculty of Health Sciences Study Award University of Sydney International Program Development Fund
- Identifiers
- 991013169712902368
- Copyright
- © Cambridge University Press 2015.
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Journal article