To respond to the question ‘how does vocabulary retention differ between children and adults?,’ the paper summarizes what I learned from each source concerning the research question and offers insights on how the knowledge acquired contributes to my understanding of learning and memory. Concerning the article “Delayed versus Immediate Feedback in Children’s and Adults’ Vocabulary Learning,” it assesses if superior performance of the memory that appears in the case of delayed as opposed to instant feedback can be associated with reduced retention interval (or lag to test). Irrespective of whether lag to test was subject to control or not, it became apparent that delayed feedback offered improved performance in the last tests unlike the case of instant feedback. Immediate feedback also offered improved performance as opposed to lack of feedback. The study embarked on testing kids in Grade 6 who were learning vocabulary relevant to a school setting. It also assessed college learners subjected to GRE level vocabulary. Nonetheless, delayed feedback led to improved performance as opposed to immediate feedback, while the two seemed better unlike the case of where feedback was absent when no control prevailed in the event of lag to test (Metcalfe, Kornell, & Finn, 2009) . However, no difference existed between instant and delayed feedback situations after imposing controls to lag to test.
From the article “Delayed Retention of New Word-Forms Is Better in Children than Adults Regardless of Language Ability: A Factorial Two-Way Study,” non-word repetition, which entails the capacity for retaining as well as repeating unfamiliar phenomena sequences, it usually appears impaired among kids having certain SLI (specific language impairment. However, it remains unclear if this illustrates the reason for learning vocabulary slowly. Conventional non-word repetition assessments entail presenting non-words one-for-one to foster instant repetition. In this case, the study considerations were made concerning if studying different phonological categorizations would be impaired in the event that presentation of the items was different. The researchers revealed that repetition of non-words poorly in the case of SLI situations portrayed insufficient conversion of phonological vocabulary, as opposed to the case of the challenges that emerged when using encoded material. Additionally, the duty of learning non-words rhymed with the idea of a delicate situation when learning vocabulary (Bishop, Barry, & Hardiman, 2012) . For kids they portray improved retention in the event of delay when it comes to phonological sequences as opposed to the case of adults irrespective of the entire capacity for learning language.
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Concerning the article “Remembering New Words: Integrating Early Memory Development into Word Learning,” it reveals that the process of acquiring new vocabulary among kids, they should have the ability of learning ideal connections that exist between labels and their affiliated referents. For many years, researchers devoted to learning new words have focused on identifying the manner in which the young kids manage to create the associations. Nevertheless, together with studying mappings that referent labels, children should be able to recollect them. Irrespective of the vital role that processes in memories play in establishing steady lexicon, no sufficient research prevails on memory to illustrate learning of vocabulary clearly (Wojcik, 2013) . As such, the study reveals that undertaking additional research is crucial to gaining insights concerning ways that kids attain new words.
The article “ Word Learning and Lexical Development across the Lifespan” reveals that learning words serves as one of the major elements of acquiring language. In the event of the article, it offers an overview concerning the issue surrounding learning words, while illustrating certain means through which research in the field has advanced and grown in terms of diversification. Recently, learning vocabulary has emerged crucial in diverse areas of research, while it is vital to undertake research among adults together with infant and kid language (Gaskell & Ellis, 2009) . It revolves around 10 research articles, which address the recent progresses from various viewpoints, while laying significant emphasis on effect of skills for reading, developmental research, neuroimaging, together with the relationship that prevails between learning vocabulary and typical memory models.
For the article “Delayed Retention of New Word-Forms Is Better in Children than Adults regardless of Language Ability: A Factorial Two-Way Study,” it serves as the empirical one. The article embarked on resenting three sophisticated non-words, which would be utilized for repetition purposes. It followed two sessions, while a period of one hour separated them. Adults and children were subjected to the study, while it targeted families having kids with SLI and those that did not. A two-by-two design emerged while familial SLI served as initial factor to consider whereas age of more than 18 years was the second. In the event of the study participants having SLI, non-word repetition emerged poor unlike the case of families without SLI. A trend also prevailed whereby kids having SLI portrayed reduced minimal learning within session as opposed to developing kids. Nonetheless, retention levels between sessions facilitated in measuring the distinction prevailing between final tests of initial session with the initial trial of second session (Bishop, Barry, & Hardiman, 2012) . These revealed a major age effect with adults showing a score decline from last test of initial session and initial trial of second session. Nevertheless, the performance degree of children remained unchanged irrespective if their SLI status.
For the research question, the practical impact of the research question is that it assists in revealing people learn in different ways, while educators should lay emphasis in understanding this issue. In addition, people have differing attitudes, perspectives, attitudes, and favorite styles of learning, which has significant influence on the process of learning. Individuals also come from distinct backgrounds while at the same time having differing experiences, which they introduce to the learning process. These forces and elements prevail irrespective of the learner’s age. Nonetheless, it is crucial to note that adults and kids learn in distinct ways. Thus, educators should understand these to allow them tailor their teaching approaches that can boost effectiveness and experience in learning.
References
Bishop, D. V., Barry, J. G., & Hardiman, M. J. (2012). Delayed retention of new word-forms is better in children than adults regardless of language ability: a factorial two-way study. PLoS ONE, 7 (5), e37326.
Gaskell, M. G., & Ellis, A. W. (2009). Word Learning and Lexical Development Across the Lifespan. 364 (1536), 3607–3615.
Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s and adults’ vocabulary learning. Memory & Cognition, 37 (8), 1077-1087.
Wojcik, E. H. (2013). Remembering new words: integrating early memory development into word learning. Frontiers in Psychology, 4 (151). doi:https://doi.org/10.3389/fpsyg.2013.00151
