Abstract
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with novel objects with to-be-learned names (Learning condition) and the other with familiar objects with known names (Play condition). Children and parents in the Learning condition modified their individual and joint behaviors when encountering novel objects with to-be-learned names, which created clearer signals that reduced referential ambiguity and potentially facilitated word learning.
DOI
10.1111/cdev.13620
Publication Date
2021-09-01
Publication Title
Child Development
Volume
92
Issue
5
Publisher
Wiley
ISSN
1467-8624
Embargo Period
2024-11-22
First Page
1889
Last Page
1905
Recommended Citation
Chen, C., Houston, D., & Yu, C. (2021) 'Parent–Child Joint Behaviors in Novel Object Play Create High‐Quality Data for Word Learning', Child Development, 92(5), pp. 1889-1905. Wiley: Available at: https://doi.org/10.1111/cdev.13620
