Third-Party Social Interaction and Word Learning From Video

• Published in: Child development 2011-05, Vol.82 (3), p.902-915
• Main Authors: O'Doherty, Katherine, Troseth, Georgene L., Shimpi, Priya M., Goldenberg, Elizabeth, Akhtar, Nameera, Saylor, Megan M.
• Format: Article
• Language: English
• Subjects: Adults; Attention; Biological and medical sciences; Child; Child development; Child, Preschool; Children; Comprehension; Conversation; Cues; Developmental psychology; EMPIRICAL ARTICLES; Empirical research; Eye contact; Female; Fundamental and applied biological sciences. Psychology; Humans; Imitative Behavior; Infants; Interaction; Interpersonal Relations; Interpersonal Relationship; Language Development; Learning; Male; Observation; Observational learning; Overhearing; Preschool children; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Social Environment; Social interaction; Speech; Speech Perception; Television; Toddlers; Toys; Verbal Learning; Video; Video Technology; Videos; Videotapes; Vocabulary development; Words; Young Children
• ISSN: 0009-3920; 1467-8624
• DOI: 10.1111/j.1467-8624.2011.01579.x

In previous studies, very young children have learned words while "overhearing" a conversation, yet they have had trouble learning words from a person on video. In Study 1, 64 toddlers (mean age = 29.8 months) viewed an object-labeling demonstration in 1 of 4 conditions. In 2, the speaker (present or on video) directly addressed the child, and in 2, the speaker addressed another adult who was present or was with her on video. Study 2 involved 2 follow-up conditions with 32 toddlers (mean age = 30.4 months). Across the 2 studies, the results indicated that toddlers learned words best when participating in or observing a reciprocal social interaction with a speaker who was present or on video.