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Orthographic learning, fast and slow: lexical competition effects reveal the time course of word learning in developing readers

Abstract:

Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words and existing words). In Experiment 1, 9-11-year-olds saw unfamiliar words in one of two storybook c...

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Publication status:
Published
Peer review status:
Peer reviewed

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Institution:
University of Oxford
Oxford college:
St John's College
Role:
Author
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Institution:
University of Oxford
Division:
MSD
Department:
Experimental Psychology
Role:
Author
More from this funder
Name:
Economic and Social Research Council
Funding agency for:
Tamura, N
Grant:
ES/J500112/1
ES/M009998/1
More from this funder
Name:
Australian Research Council
Grant:
DP150100149
Publisher:
Elsevier
Journal:
Cognition More from this journal
Volume:
163
Pages:
93-102
Publication date:
2017-03-01
Acceptance date:
2017-03-02
DOI:
EISSN:
1873-7838
ISSN:
0010-0277
Keywords:
Pubs id:
pubs:683672
UUID:
uuid:f93b08bf-fd83-4fd6-a038-31478668c81a
Local pid:
pubs:683672
Source identifiers:
683672
Deposit date:
2017-03-09

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