Children's acquisition of science terms: Simple exposure is insufficient |
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| Institution: | 1. Department of Geology, Faculty of Science, University of Zagreb, Horvatovac 102a, 10000 Zagreb, Croatia;2. INA-Oil Industry d.d., Research and Development Sector, Rock and Reservoir Fluid Research Lab. Dep., Biostratigraphy Lab., Lovin?i?eva bb, 10000 Zagreb, Croatia;1. Animal Sciences, University of Missouri, Columbia, MO 65211, USA;2. Bond Life Sciences Center, University of Missouri, Columbia, MO 65211, USA;3. Biomedical Sciences, University of Missouri, Columbia, MO 65211, USA;4. Agriculture Experimental Station–Statistics, University of Missouri, Columbia, MO 65211, USA;5. Biochemistry, University of Missouri, Columbia, MO 65211, USA;6. Genetics Area Program, University of Missouri, Columbia, MO 65211, USA;7. Department of Environmental Health, University of Cincinnati, Cincinnati, OH 45267, USA;8. Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri, Columbia, MO 65211, USA |
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| Abstract: | The ability of school children (N = 233) to acquire new scientific vocabulary was examined. Children from two age groups (M = 4.8 and M = 6.5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a 9-month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors. |
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