A story about a word: Does narrative presentation promote learning of a spatial preposition in German two-year-olds?

Kerstin Nachtigäller, Katharina J. Rohlfing, Karla K. Mcgregor

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

We trained forty German-speaking children aged 1;8-2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a 'narrative' to the experimental group and within 'unconnected speech' to the control group. We tested children's learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized materials. Compared to controls, the experimental group learned better and retained more. Children with advanced expressive lexicons in particular were aided in generalizing to unfamiliarized materials by the narrative presentation. This study extends our understanding of how narrations scaffold young children's enrichment of nascent word knowledge.

Original languageEnglish (US)
Pages (from-to)900-917
Number of pages18
JournalJournal of Child Language
Volume40
Issue number4
DOIs
StatePublished - Sep 1 2013

ASJC Scopus subject areas

  • Language and Linguistics
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Linguistics and Language
  • Psychology(all)

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