Neural signatures of word learning during adult-child interactions.

By contrast, overall vocabulary scores were strongly correlated with how many words children learned r ( 34 ) = .464 , p = .004 , and as expected, older children learned more words than younger children, though this was only a marginally significant difference, t ( 35 ) = 1.99 , p = .054 (see Fig. 5 ).

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The neuroimaging results of this study revealed commonalities between the age groups, yet the behavioural contrast also showed a trend toward an overall difference in learning capacity between the age groups that was not strong enough to be significant.

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