This research was supported by NICHD Grants 5R01HD050199 and NSF BCS-0642529 to the second and third authors. We thank Russell Ritchie for his assistance in data collection and Tilbe Göksun for valuable discussions on study design.
Skype Me! Socially Contingent Interactions Help Toddlers Learn Language
Version of Record online: 23 SEP 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 85, Issue 3, pages 956–970, May/June 2014
How to Cite
Roseberry, S., Hirsh-Pasek, K. and Golinkoff, R. M. (2014), Skype Me! Socially Contingent Interactions Help Toddlers Learn Language. Child Development, 85: 956–970. doi: 10.1111/cdev.12166
- Issue online: 10 MAY 2014
- Version of Record online: 23 SEP 2013
- NICHD. Grant Number: 5R01HD050199
- NSF. Grant Number: BCS-0642529
Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24–30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology.