Do acting out verbs with dolls and comparison learning between scenes boost toddlers’ verb comprehension?

Schwarz, Amy Louise; Kleeck, Anne van; Maguire, Mandy J.; Abdi, Hervé

doi:10.1017/s0305000916000076

Cited by 4 publications

(2 citation statements)

References 30 publications

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“…In addition, comparisons in everyday life often will involve comparing a memory of a previous related event with a present event, and studies are needed to explore how memory processes interact with comparison processes. Nevertheless, these studies provide important new evidence of the benefit children may accrue from exposure to sets of similar events, which could be used by researchers interested in developing new interventions for children experiencing language delay (e.g., Schwarz, 2013). The problem of productively extending new verbs will be a difficult problem for researchers to solve, but is obviously a problem children solve by the age 4 or 5 years.…”

Section: Discussionmentioning

confidence: 99%

Early Verb Learning: How Do Children Learn How to Compare Events?

Childers

Parrish

Olson

et al. 2015

Journal of Cognition and Development

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An important problem verb learners must solve is how to extend verbs. Children could use cross-situational information to guide their extensions, however comparing events is difficult. Two studies test whether children benefit from initially seeing a pair of similar events (‘progressive alignment’) while learning new verbs, and whether this influence changes with age. In Study 1, 2 ½- and 3 ½-year-old children participated in an interactive task. Children who saw a pair of similar events and then varied events were able to extend verbs at test, differing from a control group; children who saw two pairs of varied events did not differ from the control group. In Study 2, events were presented on a monitor. Following the initial pair of events that varied by condition, a Tobii x120 eye tracker recorded 2 ½-, 3 ½- and 4 ½-year-olds’ fixations to specific elements of events (AOIs) during the second pair of events, which were the same across conditions. After seeing the pair of events that were highly similar, 2 ½-year-olds showed significantly longer fixation durations to agents and to affected objects as compared to the all varied condition. At test, 3 ½-year-olds were able to extend the verb, but only in the progressive alignment condition. These results are important because they show children’s visual attention to relevant elements in dynamic events is influenced by their prior comparison experience, and they show that young children benefit from seeing similar events as they learn to compare events to each other.

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Section: Discussionmentioning

confidence: 99%

Early Verb Learning: How Do Children Learn How to Compare Events?

Childers

Parrish

Olson

et al. 2015

Journal of Cognition and Development

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“…These results are consistent with embodied theories. However, it should be noted that other research demonstrates that the recruitment of sensorimotor states does not always boost children's verb learning, as compared to other non-embodied techniques (e.g., Schwarz et al, 2017) and that the read-only control in the Gómez and Glenberg's study above does not control for differences in motivation and attention between the conditions in which children performed actions and the one in which they simply read.…”

Section: Language and Conceptual Acquisition Are Necessarily Situated...mentioning

confidence: 77%

Consensus Paper: Situated and Embodied Language Acquisition

Reggin,

Gómez Franco,

Horchak

et al. 2023

Journal of Cognition

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Theories of embodied cognition postulate that perceptual, sensorimotor, and affective properties of concepts support language learning and processing. In this paper, we argue that language acquisition, as well as processing, is situated in addition to being embodied. In particular, first, it is the situated nature of initial language development that affords for the developing system to become embodied. Second, the situated nature of language use changes across development and adulthood. We provide evidence from empirical studies for embodied effects of perception, action, and valence as they apply to both embodied cognition and situated cognition across developmental stages. Although the evidence is limited, we urge researchers to consider differentiating embodied cognition within situated context, in order to better understand how these separate mechanisms interact for learning to occur. This delineation also provides further clarity to the study of classroom-based applications and the role of embodied and situated cognition in the study of developmental disorders. We argue that theories of language acquisition need to address for the complex situated context of real-world learning by completing a "circular notion": observing experimental paradigms in realworld settings and taking these observations to later refine lab-based experiments.

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The role of embodiment in conceptual development

Pexman

2017

Language, Cognition and Neuroscience

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Do acting out verbs with dolls and comparison learning between scenes boost toddlers’ verb comprehension?

Abstract: A B S T R A C TTo better understand how toddlers integrate multiple learning strategies to acquire verbs, we compared sensorimotor recruitment and comparison learning because both strategies are thought to boost

Cited by 4 publications

References 30 publications

Early Verb Learning: How Do Children Learn How to Compare Events?

Early Verb Learning: How Do Children Learn How to Compare Events?

Consensus Paper: Situated and Embodied Language Acquisition

The role of embodiment in conceptual development

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