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Investigating the nature of infants' lexical speed of processing
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development
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In: Front Psychol (2021)
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Abstract:
Eye gaze is a ubiquitous cue in child–caregiver interactions, and infants are highly attentive to eye gaze from very early on. However, the question of why infants show gaze-sensitive behavior, and what role this sensitivity to gaze plays in their language development, is not yet well-understood. To gain a better understanding of the role of eye gaze in infants' language learning, we conducted a broad systematic review of the developmental literature for all studies that investigate the role of eye gaze in infants' language development. Across 77 peer-reviewed articles containing data from typically developing human infants (0–24 months) in the domain of language development, we identified two broad themes. The first tracked the effect of eye gaze on four developmental domains: (1) vocabulary development, (2) word–object mapping, (3) object processing, and (4) speech processing. Overall, there is considerable evidence that infants learn more about objects and are more likely to form word–object mappings in the presence of eye gaze cues, both of which are necessary for learning words. In addition, there is good evidence for longitudinal relationships between infants' gaze following abilities and later receptive and expressive vocabulary. However, many domains (e.g., speech processing) are understudied; further work is needed to decide whether gaze effects are specific to tasks, such as word–object mapping or whether they reflect a general learning enhancement mechanism. The second theme explored the reasons why eye gaze might be facilitative for learning, addressing the question of whether eye gaze is treated by infants as a specialized socio-cognitive cue. We concluded that the balance of evidence supports the idea that eye gaze facilitates infants' learning by enhancing their arousal, memory, and attentional capacities to a greater extent than other low-level attentional cues. However, as yet, there are too few studies that directly compare the effect of eye gaze cues and non-social, attentional cues for strong conclusions to be drawn. We also suggest that there might be a developmental effect, with eye gaze, over the course of the first 2 years of life, developing into a truly ostensive cue that enhances language learning across the board.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7874056/
https://doi.org/10.3389/fpsyg.2020.589096
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Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development
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Improving the robustness of infant lexical processing speed measures
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In: Behav Res Methods (2020)
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The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial.
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Non-adjacent dependency learning in infancy, and its link to language development
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Story choice matters for caregiver extra-textual talk during shared reading with preschoolers.
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Developmental psycholinguistics teaches us that we need multi-method, not single-method, approaches to the study of linguistic representation
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Combining Language Corpora With Experimental and Computational Approaches for Language Acquisition Research
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| 15 |
Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth
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Combining Language Corpora With Experimental and Computational Approaches for Language Acquisition Research
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How do infants use nonadjacent dependencies during language development?
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| 18 |
The ubiquity of frequency effects in first language acquisition
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In: Journal of Child Language (2015)
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The ubiquity of frequency effects in first language acquisition
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In: Journal of Child Language (2015)
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Is Passive Syntax Semantically Constrained? Evidence From Adult Grammaticality Judgment and Comprehension Studies
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