A processing advantage in favor of animate entities in incidental word learning in young children

• Published in: Journal of experimental child psychology 2024-07, Vol.243, p.105913-105913, Article 105913
• Main Authors: Lhoste, Elodie, Bonin, Patrick, Bard, Patrick, Poulin-Charronnat, Bénédicte, Vinter, Annie
• Format: Article
• Language: English
• Subjects: Animate advantage; Children; Cognitive science; Incidental learning; Paired-associate learning; Pictures; Psychology; Word learning
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2024.105913

•Incidental learning processes are permeable to the animate advantage.•The animate advantage is demonstrated in young children.•The animate advantage appears with pictures as stimuli.•The animate advantage is obtained in incidental word learning. Because of their evolutionary importance, it has been proposed that animate entities would be better remembered than inanimate entities. Although a growing body of evidence supports this hypothesis, it is still unclear whether the animacy effect persists under incidental learning conditions. Furthermore, few studies have tested the robustness of this effect in young children, with conflicting results. Using an incidental learning paradigm, we investigated whether young children (4- and 5-year-olds) would be better at learning words that refer to either human or animal entities rather than vehicle entities using pictures as stimuli. A sample of 79 children were asked to play digital Memory games while associations between pictures and words were presented incidentally. Consistent with the adaptive view of memory, the results showed that words associated with human and animal entities were better learned incidentally than words associated with vehicle entities. The visual complexity of the pictures did not influence this animacy effect. In addition, the more exposure to the pictures, the more incidental learning occurred. Overall, the results confirm the robustness of the animacy effect and show that this processing advantage can be found in an incidental learning task in children as young as 4 or 5 years. Furthermore, it is the first study to show that this effect can be obtained with pictures in children. The demonstration of the animacy effect with pictures, and not just words, is a prerequisite for an ultimate explanation of this effect in terms of survival.