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<DIV>It's not very recent, but seems to get close to your age group and methodology, so may be of interest:</DIV>
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<DIV>''Child meets word: fast mapping in preschool children'' by Chris Dollaghan in the Journal of Speech and Hearing Research 1985 (vol.28:449-454)</DIV>
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<DIV>Good luck with the study,</DIV>
<DIV>Simone</DIV>
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<DIV>Simone Bol<BR>Senior Lecturer<BR>Speech Pathology Programme<BR>Manchester Metropolitan University<BR>Elizabeth Gaskell Campus<BR>Hathersage Road<BR>Manchester M13 0JA<BR><BR><BR><BR>"Before acting on this email or opening any attachments you<BR>should read the Manchester Metropolitan University's email<BR>disclaimer available on its website<BR><A href="http://www.mmu.ac.uk/emaildisclaimer">http://www.mmu.ac.uk/emaildisclaimer</A> "<BR><BR>>>> Jen Menjivar <jen.menjivar@gmail.com> 12/21/2009 7:01 am >>><BR>Hello,</DIV>
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<DIV>I am designing a study in which we will be teaching children a set of novel words in a foreign language, and subsequently testing them on their ability to remember the objects they were paired with. I have been looking for studies in which children (preschool aged- 3 and 4 year olds) have been directly taught novel word and object pairs and tested in the same session. In my search, I have found many studies in which children have been taught the object-novel word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any studies in which the children are directly and explicitly taught novel labels for objects. Would anyone be able to point me in the direction that I'm looking for? </DIV>
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<DIV>Any help would be greatly appreciated!</DIV>
<DIV><BR></DIV>---<BR>Jennifer Menjivar<BR>Psychology Graduate Student<BR>University of California, Santa Cruz<BR>
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