Language development in children depends on domain-specific language mechanisms, biases and domain-general cognitive development (i.e., executive functions [EFs]). Additionally, both language proficiency and EFs underpin new learning and predict academic success and lifelong wellbeing. However, despite the intuitive assumption that EFs are involved in the development of language, the relationship between word-learning abilities and EFs is not fully understood. Therefore, the present thesis addresses this gap by examining novel word learning under three different scenarios integrating three main EF components. The current thesis investigated 1) whether children learn and retain words differently depending on the word-learning scenario, and 2) whether EFs in the non-linguistic domain predict word learning in children. More specifically, the present study assessed the impact of three different word-learning scenarios and EF measurements on novel word learning outcomes in 4-year-old children in Greater Sydney, Australia. Participants were 47 children from diverse language backgrounds, including monolinguals (n= 28) and heterogeneous bilinguals (n=19). The present study demonstrates that 4-year-old children are successful at learning words across three word-learning scenarios: Mutual Exclusivity (ME), Cross Situational Word Learning (CSW)L and an eBook. Crucially, different word-learning scenarios foster different learning outcomes, with eBook reading and disambiguation via ME facilitating rapid and more accurate word learning, while CSWL yielded less success. We conclude that at this crucial age prior to entering formal schooling in Australia, children benefit from contextual information and referential input during the word-learning experience. Four-year-olds easily disambiguate and learn novel label-to-referent associations when presented alongside a familiar referent in virtue of the ME assumption. They also successfully activate attentional resources to detect and learn novel label-to-referent associations among abundant visual and auditory input when listening and observing a colourful eBook. These findings should be considered in early childhood education settings to support lexical acquisition in children. In addition, findings point out a bidimensional structure of EF in 4-year-old children, with one of the dimensions corresponding to a composite construct comprised of inhibition and flexibility, while the other dimension corresponds to working memory. However, our analyses did not reveal visuospatial memory, inhibition or flexibility as significant predictors for any of the word-learning scenarios. Altogether, the present thesis advances the knowledge of children's cognitive structure and their relationship with different word-learning scenarios, providing foundations to help further bridge the research gap between word learning and cognitive processes.
Date of Award | 2021 |
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Original language | English |
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- children
- language acquisition
- vocabulary
- study and teaching (preschool)
- psychological aspects
- executive functions (neuropsychology)
Word learning and executive functions in preschool children : bridging the gap between vocabulary acquisition and domain-general cognitive processes
Pino Escobar, G. (Author). 2021
Western Sydney University thesis: Doctoral thesis