An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers

Autor/inn/en	Valleau, Matthew James; Konishi, Haruka; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Arunachalam, Sudha
Titel	An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 12, S.2917-2933 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-17-0363
Schlagwörter	Eye Movements; Verbs; Receptive Language; Toddlers; Knowledge Level; Language Skills; Measures (Individuals); Video Technology; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Augenbewegung; Rezeptive Kommunikationsfähigkeit; Infant; Infants; Toddler; Kleinkind; Wissensbasis; Language skill; Sprachkompetenz; Messdaten
Abstract	Purpose: We examined receptive verb knowledge in 22- to 24-month-old toddlers with a dynamic video eye-tracking test. The primary goal of the study was to examine the utility of eye-gaze measures that are commonly used to study noun knowledge for studying verb knowledge. Method: Forty typically developing toddlers participated. They viewed 2 videos side by side (e.g., girl clapping, same girl stretching) and were asked to find one of them (e.g., "Where is she clapping?"). Their eye-gaze, recorded by a Tobii T60XL eye-tracking system, was analyzed as a measure of their knowledge of the verb meanings. Noun trials were included as controls. We examined correlations between eye-gaze measures and score on the MacArthur--Bates Communicative Development Inventories (CDI; Fenson et al., 1994), a standard parent report measure of expressive vocabulary to see how well various eye-gaze measures predicted CDI score. Results: A common measure of knowledge--a 15% increase in looking time to the target video from a baseline phase to the test phase--did correlate with CDI score but operationalized differently for verbs than for nouns. A 2nd common measure, latency of 1st look to the target, correlated with CDI score for nouns, as in previous work, but did not for verbs. A 3rd measure, fixation density, correlated for both nouns and verbs, although the correlation went in different directions. Conclusions: The dynamic nature of videos depicting verb knowledge results in differences in eye-gaze as compared to static images depicting nouns. An eye-tracking assessment of verb knowledge is worthwhile to develop. However, the particular dependent measures used may be different than those used for static images and nouns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01