Editing Fast mapping (section)

== Variables affecting an individual's fast mapping ability==

=== Bilingualism ===

When learning novel words, it is believed that early exposure to multiple linguistic systems facilitates the acquisition of new words later in life. This effect was referred to by Kaushanskaya and Marian (2009) as the bilingual advantage.<ref>{{cite journal|last1=Kaushanskaya|first1=M|last2=Marian|first2=V|title=The Bilingual Advantage in Novel Word Learning|journal=Psychonomic Bulletin & Review|volume=16|issue=4|pages=705–710|doi=10.3758/pbr.16.4.705|pmid=19648456|year=2009|doi-access=free}}</ref> That being said, a bilingual individual's ability to fast map can vary greatly throughout their life.

During the language acquisition process, a child may require a greater amount of time to determine a correct referent than a child who is a monolingual speaker.<ref>{{cite journal|last=Alt|first=Mary|author2=Christina Meyers |author3=Cecilia Figueroa |title=Factors That Influence Fast Mapping in Children Exposed to Spanish and English|journal=Journal of Speech, Language, and Hearing Research|year=2013|volume=56|issue=4|pages=1237–38|doi=10.1044/1092-4388(2012/11-0092)|pmid=23816663|pmc=4487618}}</ref> By the time a bilingual child is of school age, they perform equally on naming tasks when compared to monolingual children.<ref>{{cite journal|last1=Sheng|first1=Li|last2=McGregor|first2=Karla|last3=Marian|first3=Viorica|title=Lexical-Semantic Organization in Bilingual Children: Evidence from a Repeated Word Association Task|journal=Journal of Speech, Language, and Hearing Research|date=June 2006|volume=49|issue=3|pages=572–587|doi=10.1044/1092-4388(2006/041)|pmc=1894819|pmid=16787896}}</ref> By the age of adulthood, bilingual individuals have acquired word-learning strategies believed to be of assistance on fast mapping tasks.<ref>{{cite journal|last1=Marian|first1=V|last2=Faroqi-Shah|first2=Y|last3=Kaushanskaya|first3=M|last4=Blumenfeld|first4=H|last5=Sheng|first5=L|title=Bilingualism: Consequences for Language, Cognition, Development, and the Brain|journal=ASHA Leader|date=2009|volume=14|issue=13|pages=10–13|doi=10.1044/leader.FTR2.14132009.10}}</ref> One example is speech practice, a strategy where the participant listens and reproduces the word in order to assist in remembering and decrease the likelihood of forgetting .<ref name="ReferenceA"/>
Bilingualism can increase an individual's cognitive abilities and contribute to their success in fast mapping words, even when they are using a nonnative language.<ref name="ReferenceA">{{cite journal|last1=Fong Kan|first1=Pui|last2=Sadagopan|first2=Neeraja|last3=Janich|first3=Lauren|last4=Andrade|first4=Marixa|title=Effects of Speech Practice on Fast Mapping in Monolingual and Bilingual Speakers|journal=Journal of Speech, Language, and Hearing Research|date=June 2014|volume=57|issue=3|pages=929–941|doi=10.1044/2013_jslhr-l-13-0045|pmid=24167242}}<!--|accessdate=23 October 2014--></ref>

=== Socioeconomic status ===

Children growing up in a low-socioeconomic status environment receive less attention than those in high-socioeconomic status environments. As a result, these children may be exposed to fewer words and therefore their language development may suffer.<ref>{{cite journal | last1 = Kirk | first1 = E. | last2 = Howlett | first2 = N. | last3 = Pine | first3 = K. J. | last4 = Fletcher | first4 = B. | year = 2013 | title = To Sign or Not to Sign? The Impact of Encouraging Infants to Gesture on Infant Language and Maternal Mind-Mindedness | journal = Child Development | volume = 84 | issue = 2| pages = 574–590 | doi = 10.1111/j.1467-8624.2012.01874.x | pmid = 23033858 | url = http://eprints.whiterose.ac.uk/83741/1/To_Sign_or_Not_to_Sign._Kirk_Pine_Howlett_Fletcher..docx | url-access = subscription }}</ref> On norm-references vocabulary tests, children from low- socioeconomic homes tend to score lower than same-age children from a high-socioeconomic environment. However, when examining their fast mapping abilities there were no significant differences observed in their ability to learn and remember novel words.<ref name=":0">{{cite journal|last1=Horton-Ikard|first1=R|last2=Weismer|first2=S|s2cid=6227549|title=A Preliminary Examination of Vocabulary and Word Learning in African American Toddlers from Middle and Low Socioeconimc Status Homes|journal=American Journal of Speech-Language Pathology|volume=16|issue=4|pages=381–392|doi=10.1044/1058-0360(2007/041)|pmid=17971497|year=2007}}</ref> Children from low SES families were able to use multiple sources of information in order to fast map novel words. When working with children from low SES homes, providing a context of the word that attributes meaning, is a linguistic strategy that can benefit the child's word knowledge development.<ref name=":1">{{cite journal|last1=Spencer|first1=E.J|last2=Schuele|first2=C|title=An Examination of Fast Mapping Skills in Preschool Children from Families with Low Socioeconomic Status|journal=Clinical Linguistics & Phonetics|volume=26|issue=10|pages=845–862|doi=10.3109/02699206.2012.705215|year=2012|pmid=22954365|s2cid=32809404}}</ref>

=== Face-to-face interaction ===
Three learning supports that have been proven to help with the fast mapping of words are saliency, repetition and generation of information.<ref name=Vlach>{{cite journal|last1=Vlach|first1=Haley|last2=Sandhofer|first2=Catherine|title=Fast mapping across time: memory processes support children's retention of learned words|journal=Frontiers in Psychology|date=February 2012|volume=3|pages=46|doi=10.3389/fpsyg.2012.00046|pmc=3286766|pmid=22375132|doi-access=free}}</ref> The amount of [[face-to-face interaction]] a child has with their parent affects his or her ability to fast map novel words. Interaction with a parent leads to greater exposure to words in different contexts, which in turn promotes language acquisition. Face to face interaction cannot be replaced by educational shows because although repetition is used, children do not receive the same level of correction or trial and error from simply watching.<ref name=":2">{{cite journal | last1 = Christakis | first1 = DA | last2 = Gilkerson | first2 = J | last3 = Richards | first3 = JA | display-authors = etal   | year = 2009 | title = Audible Television and Decreased Adult Words, Infant Vocalizations, and Conversational Turns: A Population-Based Study | journal = Arch Pediatr Adolesc Med | volume = 163 | issue = 6| pages = 554–558 | doi = 10.1001/archpediatrics.2009.61 | pmid = 19487612 | doi-access =  }}</ref> When a child is asked to generate the word it promotes the transition to long-term memory to a larger extent.<ref>{{cite journal|last1=Bertsch|first1=Sharon|last2=Pesta|first2=B.J|last3=Wiscott|first3=R|last4=McDaniel|first4=M|title=The generation effect: A meta-analytic review|journal=Memory & Cognition|date=2007|volume=35|issue=2|doi=10.3758/bf03193441|pmid=17645161|pages=201–210|doi-access=free}}</ref>