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Reverse production effect: children recognize novel words better when they are heard rather than produced
Author(s) -
Zamuner Tania S.,
Strahm Stephanie,
MorinLessard Elizabeth,
Page Michael P.A.
Publication year - 2018
Publication title -
developmental science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.801
H-Index - 127
eISSN - 1467-7687
pISSN - 1363-755X
DOI - 10.1111/desc.12636
Subject(s) - psychology , task (project management) , word learning , production (economics) , word (group theory) , cognitive psychology , word recognition , developmental psychology , linguistics , vocabulary , reading (process) , philosophy , management , economics , macroeconomics
This research investigates the effect of production on 4.5‐ to 6‐year‐old children's recognition of newly learned words. In Experiment 1, children were taught four novel words in a produced or heard training condition during a brief training phase. In Experiment 2, children were taught eight novel words, and this time training condition was in a blocked design. Immediately after training, children were tested on their recognition of the trained novel words using a preferential looking paradigm. In both experiments, children recognized novel words that were produced and heard during training, but demonstrated better recognition for items that were heard. These findings are opposite to previous results reported in the literature with adults and children. Our results show that benefits of speech production for word learning are dependent on factors such as task complexity and the developmental stage of the learner.