Role of Semantic Teaching in the Acquisition of New Words

Abstract

Fast mapping refers to the acquisition of new words in children just by the virtue of mere exposure. With a minimal exposure the words are imbibed. This study was carried with the aim of comparing the fast mapping and slow mapping in typically developing children. A total of 20 children in the age range of 5-6 years were considered for the study and the participants were divided into two groups on random basis. Fast mapping and slow mapping methods were used to train the first and group respectively. In fast mapping, the participants were exposed to the label of the target word for 5 times. In slow mapping method, the semantic features related to the target word was taught to the participants. The number of words learnt by group 1 and group 2 children was computed on immediate naming task and delayed naming. Statistically there was no significant difference between number of words learnt on fast mapping and slow mapping as observed on Mann-Whitney U test. While there was significant difference between the two methods on delayed naming as proven by the same statistic. More number of words learnt through slow mapping suggested that it was effective in evoking learning.