Study Finds Sudden Insights Key to Learning Words
Parents and teachers often use flashcards and picture books to teach young children new words, but a new study suggests that understanding basic words may come from a flash of initial insight more than repetition.
“What we know is children are getting a lot of input from their world, and they are teasing out what information is useful or not useful,” said Janice H. Im, the interim chief program officer for the Washington-based nonprofit Zero to Three: the National Center for Infants, Toddlers and Families. “If language experiences are not rich, then where is your interest to retain them?”
The study’s findings suggest that children—and, in fact, all new language learners—can build up concrete vocabulary from interacting with a complex learning environment, not just repeated exposure...
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