Speaker reliability in preschoolers' inferences about the meanings of novel words

Preschoolers' attention to and learning from on-screen characters that vary by effort and efficiency: An eye-tracking study

Prior findings are mixed regarding the extent to which children understand others' effort in early childhood. Especially, little is known about how character effort impacts children's selective attention and learning. This study examined preschoolers' visual attention to and learning from two on-screen characters: One character exerting high effort with low efficiency and another character exerting low effort with high efficiency in solving problems successfully. Children between 3.5 and 6.5 years of age (N = 70) watched a video of the two on-screen characters successfully solving problems. Children's eye movements were recorded during viewing. Each of the two on-screen characters consistently displayed either high effort/low efficiency or low effort/high efficiency to solve four problems (familiarization). For the final problem (testing), the two characters exerted the same level of effort as each other and used unique solutions to solve the problem. Children then solved the final problem themselves using real objects. Children could selectively use either character's solution demonstrated in the video. Lastly, children explicitly judged how good the characters were at solving problems. Younger children were more likely to use the solution demonstrated by the character with high effort/low efficiency, whereas older children were more likely to use the solution provided by another character with low effort/high efficiency. Younger children allocated more attention to the high effort/low efficiency character than the low effort/high efficiency character, but this pattern was modified by age such that children's gaze to the low effort/high efficiency character increased with age. Children's explicit credibility judgments did not differ by character or child age. The findings are discussed with respect to preschoolers' understanding of effort and implications for children's learning from screen media.

How Children Learn From Others: An Analysis of Selective Word Learning

One way children are remarkable learners is that they learn from others. Critically, children are selective when assessing from whom to learn, particularly in the domain of word learning. We conducted an analysis of children's selective word learning, reviewing 63 papers on 6,525 participants. Children's ability to engage in selective word learning appeared to be present in the youngest samples surveyed. Their more metacognitive understanding that epistemic competence indicates reliability or that others are good sources of knowledge has more of a developmental trajectory. We also found that various methodological factors used to assess children influence performance. We conclude with a synthesis of theoretical accounts of how children learn from others.

I don't believe what you said before: Preschoolers retrospectively discount information from inaccurate speakers

Children use speakers' past accuracy to make inferences about novel word meanings those individuals provide in the future. An open question is whether children can retrospectively reevaluate information after learning that the source was inaccurate. We addressed this question in two experiments where a speaker first introduced labels for novel objects and then revealed that she is either accurate or inaccurate in naming familiar objects. Experiment 1 showed that 3.5- to 6.5-year-olds displayed enhanced performance on a word knowledge test when they had learned novel words from a speaker who then showed herself to be an accurate labeler as opposed to an inaccurate labeler. Experiment 2 replicated this procedure but had a different speaker provide inaccurate label information. This manipulation did not affect learning, suggesting that children discount speakers and are not simply influenced by the demands of processing inaccurate information. Together, these results indicate that 3.5- to 6.5-year-olds continue to monitor the speakers' accuracy after learning new words from them, update their beliefs as accuracy data become available, and selectively retain words learned from speakers who they deem to be epistemically competent.

Do children go for the nice guys? The influence of speaker benevolence and certainty on selective word learning

This study investigated how speaker certainty (a rational cue) and speaker benevolence (an emotional cue) influence children's willingness to learn words in a selective learning paradigm. In two experiments four- to six-year-olds learnt novel labels from two speakers and, after a week, their memory for these labels was reassessed. Results demonstrated that children retained the label-object pairings for at least a week. Furthermore, children preferred to learn from certain over uncertain speakers, but they had no significant preference for nice over nasty speakers. When the cues were combined, children followed certain speakers, even if they were nasty. However, children did prefer to learn from nice and certain speakers over nasty and certain speakers. These results suggest that rational cues regarding a speaker's linguistic competence trump emotional cues regarding a speaker's affective status in word learning. However, emotional cues were found to have a subtle influence on this process.

Preschoolers' Preference for Syntactic Complexity Varies by Socioeconomic Status

Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel words from the two informants, children were more likely to endorse information from the passive informant. Experiment 2 (N = 32) explored whether preference for the passive informant varied by socioeconomic status (SES; eligibility for free/reduced lunch). Although higher SES children selectively preferred the passive informant, lower SES children preferred the active informant. Explanations are discussed for why SES might moderate children's sensitivity to syntactic complexity when choosing from whom to learn.