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How Children Learn to Write Words$
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Rebecca Treiman and Brett Kessler

Print publication date: 2014

Print ISBN-13: 9780199907977

Published to Oxford Scholarship Online: December 2014

DOI: 10.1093/acprof:oso/9780199907977.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 12 April 2021

Learning and Teaching

Learning and Teaching

(p.65) Chapter 3 Learning and Teaching
How Children Learn to Write Words

Rebecca Treiman

Brett Kessler

Oxford University Press

Writing having developed relatively recently in human history, people have not evolved specific learning mechanisms in order to deal with it. They use the same domain-general learning mechanisms that they use elsewhere, including statistical learning about patterns. Much of the knowledge that is picked up this way is implicit rather than explicit. Children also learn through language, for example through generic statements that are intended to apply to all examples of a category. In addition to discussing principles that apply across domains of learning, this chapter considers phenomena that are specific to the development of spoken language. It argues that, although people learn a good deal informally, formal teaching that includes deliberate practice and corrective feedback speeds the learning of complex systems. People’s tendency to satisfice, or to do the least they can in order to achieve a satisfactory result, means that they may not study effectively on their own.

Keywords:   statistical learning, patterns, implicit knowledge, explicit knowledge, language development, domain-specific, domain-general, satisfice, generic statement

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