Word learning is one of the utmost critical parts of the school curriculum. The acquisition of literacy provides children with the opportunity to extend their vocabulary through written text. However, the identity of word learning processes is far from clear. In this project the focus is on word learning from written text in children and adults. By means of neurocognitive experiments and training studies, it will be examined how subjects learn, consolidate and store word meanings from written text as a function of frequency of occurrence and context. The possible importance of retrieval for word learning will also be investigated.