Editing Fast mapping (section)

=== 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>