Research into children’s language development has identified a number of elements that can impact why some children learn words more slowly than others. These elements are frequently interconnected and can have a complex impact on a child’s language acquisition.
A new study looks at where toddlers glance when they are learning new words. It was discovered that children with wider vocabularies gravitated toward items more quickly when learning new words. Meanwhile, youngsters who understood fewer words took longer and looked back and forth between objects. According to the researchers, their findings could assist in identifying youngsters with delayed language development at an earlier stage. Importantly, it means that these youngsters could receive earlier assistance in developing their optimal vocabulary before beginning school.
A new study from the University of East Anglia explains why some youngsters learn words more slowly than others. A new study looks at where children glance as they acquire new words. It was discovered that children with wider vocabularies gravitated toward items more quickly when learning new words. Meanwhile, youngsters who understood fewer words took longer and looked back and forth between objects.
According to the researchers, their findings could assist identify youngsters with delayed language development at an earlier stage. Importantly, it means that these youngsters could receive earlier assistance in developing their optimal vocabulary before beginning school.
Children learn that if they hear a new word, other objects of the same shape are likely to be called by the same name. This allows kids to learn new words fast because they already know what a new term means.
Dr Larissa Samuelson
Lead researcher Dr Larissa Samuelson, from UEA’s School of Psychology, said: “At around two years of age, children start to be quicker to decide what a new word means. We think this is because many of the first words children learn are names for sets of things that are similar in shape — balls are round, cups are cup-shaped.
“Children learn that if they hear a new word, other objects of the same shape are likely to be called by the same name. This allows kids to learn new words fast because they already know what a new term means. However, there may be disparities in how children who struggle with language learn new words and grasp what they mean. We wanted to learn more about this phenomenon and explore how it could help with early word learning.”
The study looked at how 66 youngsters aged 17 to 31 months learned new words through a simple game. They demonstrated new creations made of clay, plaster, Styrofoam, yarn, and plastic mesh to the children. The researchers then told the children the names of the new objects and asked them what other things can also be called by that name.
Throughout the activity, the crew filmed where the children were gazing. They could then watch it back frame by frame to see where the toddlers were gazing before and after being shown a new object.
“We know that when adults and children hear a word they recognize, they look for things in the environment that correspond to the words they hear.” “We wanted to see if it differed depending on how many words you knew,” Dr. Samuelson explained. As a result, the researchers asked parents how many words their children could say.
Dr Samuelson said: “We found that children who can say more words quickly looked towards objects that were the same shape as a named object. Children who knew fewer words looked back and forth between the objects and took more time. Other research has shown that children with Developmental Language Disorder do not pay attention to the same things when learning new words as children with typical language development.”
“At the moment, children with Developmental Language Disorder cannot be diagnosed until they are three or four years old.” However, we believe that our findings may assist in identifying which children are at risk for language delay at an earlier stage, allowing them to receive better care.”
“Previous research has shown that we can improve word learning in children by teaching them what to pay attention to when they hear a new word.” If we can identify which children require this assistance sooner, we can help them acquire their best vocabulary and be more prepared to attend school with the linguistic abilities they require.”
