Key findings from the overall word learning analysis and the between measures
comparison

Is there a differential impact of the type of exposure to new lexical items that the children
receive on their overall word learning ?

• Children’s word learning varied significantly by the type of exposure across testing.
The Definition and Lexical contrast groups performed significantly better than the
Ostensive definition group during post test 1. During post test 2 the same pattern was
found as well as that the Definition group performed significantly than the Lexical
contrast group. In post test 3, the experimental groups performed significantly better
than the Control group. Also, the Lexical contrast and Definition group performed
significantly better than the Ostensive definition group, and the Definition group
performed significantly better than the Lexical contrast group.

• The differences remain significant across testing even when children’s existing
naming and comprehension vocabulary were controlled for.

Is there any difference between children’s performance on the baseline and post test
comprehension and naming of the target words ?

• The children performed significantly better on the post test than the baseline
comprehension and naming of the target words. The same pattern was found for each
group.

Is there any correlation between children ^,s performance on the multiple choice and the
naming task ?

• Significant correlations were found between children’s performance on the multiple
choice and naming tasks across testing except for post test 1.

Is there any correlation between children’s performance on the naming and the other
understanding tasks?

• During post test 1 children’s performance on the naming task was significantly
correlated with their performance on the “world knowledge questions”, during post
test 2 performance on the naming task was significantly correlated with their

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