Chapter 3:
FAST MAPPING: EXPERIMENTAL EVIDENCE
3.1 Introduction
The present chapter introduces different sources of word learning identified by various
researchers and includes evidence for the role of input for word learning. Particularly, two
types of evidence are discussed. Evidence from traditional fast mapping studies and
evidence from more naturalistic situations such as a story reading. The role of child-based
factors such as phonological memory and existing vocabulary knowledge raised by
previous studies is also discussed. The chapter concludes with issues on assessing
vocabulary knowledge, discussing various methods that have been used in the past to
assess word learning.
3.2 Sources of word learning
Two types of sources of vocabulary learning can be identified: (1) the incidental and (2)
the intentional learning situations (Jenkins, Stein, & Wysoski, 1984; Nagy; Herman and
Anderson, 1985). In an incidental learning situation, the major purpose for the interaction
with the particular environment is not to learn words. Sources of incidental learning
include oral environments such as conversations, films, television, listening to stories, and
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