Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform

Abstract

Previous tablet studies indicate that children learn object labels better through active initiation rather than passive observation. However, as children typically learn object labels through interactions with familiar partners, this study examines whether the active learning advantage persists in dynamic face-to-face interactions and is influenced by the social partner's identity (mother or friend). Using the Dyadic Interaction Platform for children (DIPc), we observed 4- to 5-year-old children and their social partners (Nfriend = 47, Nmum = 44) during a word learning task. Participants could actively select objects for labelling and passively observe their partner's choices. Results showed that children initially recognized actively sampled object names better, but later, they showed stronger recognition for passively observed names. The initial active benefit primarily occurred during interactions among children, while the later passive benefit was predominantly rooted in interactions with children and their mothers. Together, these findings identify the temporal and social dynamics of an active learning benefit within children's social interaction.