Toddlers' word learning through overhearing: Others' attention matters
Allison Fitch1, Amy M Lieberman1, Rhiannon J Luyster2
1Boston University, Boston, MA 02215, USA.
Journal of Experimental Child Psychology
|January 30, 2020
Summary
Children learn new words from overheard conversations only when both speakers are attentive. This study shows that joint attention is crucial for successful word acquisition in naturalistic settings, highlighting the importance of attentive interlocutors.
Area of Science:
- Developmental Psychology
- Language Acquisition
- Cognitive Science
Background:
- Children can learn words from overheard speech in labs.
- Word learning from overhearing in natural settings is less understood.
- The role of social cues in this process requires investigation.
Purpose of the Study:
- To investigate how joint attention in overheard interactions affects children's word learning.
- To determine if attentive interlocutors are necessary for learning words through overhearing.
Main Methods:
- Tested 20 two-year-olds on novel words.
- Exposed children to words in two overhearing contexts: joint attention present vs. absent.
- Assessed word learning in each condition.
Main Results:
- Children learned novel words only when both interlocutors were jointly attending.
- No word learning occurred when joint attention was absent.
- Overheard word learning is contingent on the attentiveness of speakers.
Conclusions:
- Joint attention significantly facilitates word learning from overheard speech.
- Attentive interlocutors are essential for children to learn words through overhearing.
- Not all overheard interactions support language development equally.
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