Abstract
Language learning is largely a robust process that seems to progress automatically in typically developing children. In the preschool years, some children may also make active, self-directed attempts at learning words that they are curious about. This may involve asking questions about unknown words that they encounter. We propose that asking information-seeking questions about word meanings requires preschoolers to monitor uncertainty, be aware of their lexical ignorance, and be motivated by curiosity. We provide some preliminary data that suggest questions about word meaning emerge during the preschool period, but children are not equally inclined to ask such questions. We also provide evidence that awareness of gaps in one’s lexicon may benefit word learning and that children with larger vocabularies were more likely to ask about unknown words than those with smaller vocabularies.
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This chapter was partially supported by the National Science Foundation—Graduate Research Fellowship awarded to the first author (1445197).
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Jimenez, S., Sun, Y., Saylor, M.M. (2018). The Process of Active Word Learning. In: Saylor, M., Ganea, P. (eds) Active Learning from Infancy to Childhood. Springer, Cham. https://doi.org/10.1007/978-3-319-77182-3_5
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