This presentation explored the developmental trajectory of semantic knowledge in children, analyzing how they build and organize their understanding of word meaning. The speaker, Weng Chiao-Han, began by distinguishing between two primary types of semantic relations: thematic (based on co-occurrence in scripts or events) and taxonomic (based on shared features or category membership). A series of three studies was presented to track this development. Study 1, focusing on third graders, revealed that better word recognition ability correlates with stronger semantic processing. It also showed that children at this age predominantly rely on functional (a thematic relation) rather than categorical organization. Study 2, a longitudinal investigation, found that as children age and gain experience, they build more elaborate semantic representations and begin using more abstract methods to integrate categorical relationships. Finally, Study 3 used fMRI to examine the neural mechanisms in 10- to 14-year-olds, confirming that distinct brain regions support these processes; association strength involved the left MTG and IFG, while categorical relatedness activated the occipito-temporal cortex and precuneus. The findings were linked to SDG 4 (Quality Education), with recommendations to translate this science into effective teaching strategies, such as explicitly teaching semantic features and using classification games and contextualized stories to build robust semantic networks and improve recall.

Implemented by Department of Early Childhood Education
Date: 2025/10/21