Christine Yoshinaga-Itano, Gwen Carr, Adrian Davis, Teresa Y C Ching, King Chung, Jackie Clark, Samantha Harkus, Meei-Ling Kuan, Suneela Garg, Sheila Adreoli Balen, Shannon O'Leary
Coalition for Global Hearing Health Hearing Care Pathways Working Group: Guidelines for Clinical Guidance for Readiness and Development of Evidence-Based Early Hearing Detection and Intervention Programs
Ear and hearing
context word learning commonly assumed repetition required young children form maintain memory association novel word corresponding object instance 2 years age children able disambiguate wordrelated situations one shot able retain newly acquired knowledge proposed multiple fastmapping experiences would required promote word retention inferential reasoning needs accompanied explicit labeling target hypothesized 2yearolds simply encounter unambiguous learning context word learning may fast maintained time also assumed condition even single exposure object would sufficient form memory trace name would survive delay test hypotheses 2 4yearolds ostensively taught three arbitrary wordobject pairs using 15s video sequence object manually displayed labeled three times row retention measured 30min distractive period using forcedchoice procedure results provide evidence declarative memory need repetition formed maintained least 30min period children young 2 years finding suggests mechanisms required extremely rapid robust word acquisition present preschoolers developed language cognitive skills also already operative younger age