Not all is forgotten: Children's associative matrices for features of a word learning episode

Abstract Word learning studies traditionally examine the narrow link between words and objects, indifferent to the rich contextual information surrounding objects. This research examined whether children attend to this contextual information and construct an associative matrix of the words, objects, people, and environmental context during word learning. In Experiment 1, preschool‐aged children (age: 3;2–5;11 years) were presented with novel words and objects in an animated storybook. Results revealed that children constructed associations beyond words and objects. Specifically, children attended to and had the strongest associations for features of the environmental context but failed to learn word‐object associations. Experiment 2 demonstrated that children (age: 3;0–5;8 years) leveraged strong associations for the person and environmental context to support word‐object mapping. This work demonstrates that children are especially sensitive to the word learning context and use associative matrices to support word mapping. Indeed, this research suggests associative matrices of the environment may be foundational for children's vocabulary development.