The Impact of Perceived Emotions on Toddlers' Word Learning

Autor/inn/en	Ma, Lizhi; Twomey, Katherine; Westermann, Gert
Titel	The Impact of Perceived Emotions on Toddlers' Word Learning
Quelle	In: Child Development, 93 (2022) 5, S.1584-1600 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Lizhi) ORCID (Twomey, Katherine) ORCID (Westermann, Gert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13799
Schlagwörter	Psychological Patterns; Vocabulary Development; Eye Movements; Toddlers; Foreign Countries; Attention; Bias; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Augenbewegung; Infant; Infants; Toddler; Kleinkind; Ausland; Aufmerksamkeit
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01