Toddlers' prior social experience with speakers influences their word learning

Abstract

AbstractToddlers prefer to learn from familiar adults, particularly their caregivers, and perform better on word learning tasks when taught by caregivers than by strangers. However, it remains unclear why toddlers learn better from caregivers than from strangers. One possibility is that toddlers are more receptive to learning from individuals whom they have found to be engaging in previous interactions. The current study tested whether toddlers learn more from an unfamiliar adult who was previously engaging than from an unfamiliar adult who was previously unengaging. Toddlers (27–29 months, N = 40) were taught labels for novel objects by two different experimenters. Prior to word learning, toddlers watched pre‐recorded videos of one experimenter utilizing engaging behaviors (i.e., using infant‐directed speech, gestures, eye contact, and positive affect) and one experimenter utilizing unengaging behaviors (i.e., using adult‐directed speech, no gestures, no eye contact, and neutral affect). Both experimenters were equally engaging during labeling. Word learning was then tested using a looking‐while‐listening paradigm. The results of linear mixed‐effects model, cluster‐based permutation, and growth curve analyses suggest heightened performance for words that were taught by the experimenter who was previously engaging. These results begin to reveal the kinds of social experiences that promote success in early word learning.