Children Learn Words Better From One Storybook Illustration at a Time

Zoe M. Flack, Jessica Horst

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNpeer-review

Abstract

Two experiments tested how the number of illustrations in storybooks influences 3.5-year-old children’s word learning from shared reading. In Experiment 1, children encountered stories with either two illustrations, one illustration or one large illustration (in the control group) per spread. Children learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2 a gesture was added to guide children’s attention to the correct page in the two illustrations condition. Children who saw two illustrations with a guiding gesture learned words as well as children who had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks.
Original languageEnglish
Title of host publicationProceedings of the 39th Annual Meeting of the Cognitive Science Society
PublisherCognitive Science Society
ISBN (Electronic)9780991196760
ISBN (Print)9781510846616
Publication statusPublished - 26 Jul 2017
Event39th Annual Meeting of the Cognitive Science Society: Computational Foundations of Cognition - London, United Kingdom
Duration: 26 Jul 201729 Jul 2017
Conference number: 39
https://cogsci.mindmodeling.org/2017/

Conference

Conference39th Annual Meeting of the Cognitive Science Society
Abbreviated titleCogSci 2017
Country/TerritoryUnited Kingdom
CityLondon
Period26/07/1729/07/17
Internet address

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