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Abstract
Incidental Word Learning through Multiple Media: A Review on a Case for the Theory of Synergy
Susan B. Neuman
Children learn words through multiple media. In this paper, I argue that each
medium’s features, its structure, its method of handling materials adds a new
dimension to children’s knowledge and the means they employ to attain knowledge.
Through an experiment that engages preschoolers in repeated presentations of
a single medium (e.g. video or books) compared to different media (e.g. video
and books) I show how vocabulary development benefits from multiple media
presentations. Rather than detract from literacy learning, multiple media may
provide an additional set of processing tools, which in combination with others
contributes to vocabulary development.
