The Impact of Perceived Emotions on Toddlers' Word Learning
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| Title: | The Impact of Perceived Emotions on Toddlers' Word Learning |
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| Language: | English |
| Authors: | Ma, Lizhi (ORCID |
| Source: | Child Development. Sep-Oct 2022 93(5):1584-1600. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Psychological Patterns, Vocabulary Development, Eye Movements, Toddlers, Foreign Countries, Attention, Bias |
| Geographic Terms: | United Kingdom (Great Britain) |
| DOI: | 10.1111/cdev.13799 |
| ISSN: | 0009-3920 1467-8624 |
| Abstract: | Others' emotional expressions affect individuals' attention allocation in social interactions, which are integral to the process of word learning. However, the impact of perceived emotions on word learning is not well understood. Two eye-tracking experiments investigated 78 British toddlers' (37 girls) of 29- to 31-month-old retention of novel label-object and emotion-object associations after hearing labels presented in neutral, positive, and negative affect in a referent selection task. Overall, toddlers learned novel label-object associations regardless of the affect associated with objects but showed an attentional bias toward negative objects especially when emotional cues were presented (d = 0.95), suggesting that identifying the referent to a label is a competitive process between retrieval of the learned label-object association and the emotional valence of distractors. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1346682 |
| Database: | ERIC |
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| Abstract: | Others' emotional expressions affect individuals' attention allocation in social interactions, which are integral to the process of word learning. However, the impact of perceived emotions on word learning is not well understood. Two eye-tracking experiments investigated 78 British toddlers' (37 girls) of 29- to 31-month-old retention of novel label-object and emotion-object associations after hearing labels presented in neutral, positive, and negative affect in a referent selection task. Overall, toddlers learned novel label-object associations regardless of the affect associated with objects but showed an attentional bias toward negative objects especially when emotional cues were presented (d = 0.95), suggesting that identifying the referent to a label is a competitive process between retrieval of the learned label-object association and the emotional valence of distractors. |
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| ISSN: | 0009-3920 1467-8624 |
| DOI: | 10.1111/cdev.13799 |
