Comparisons Help Children Learn and Extend Verbs, Even Across Delays

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Language, Communication

Abstract

Learning a new verb is difficult. A helpful strategy children may use is to compare events linked to a verb, yet comparing events is challenging. Children may learn how to compare by comparing similar events before moving on to more varied ones (“progressive alignment” or PA). Study 1 extends prior published studies (Imai et al., 2005; 2008) to ask whether children can be more successful in verb learning if they are given multiple events to compare, and whether PA experience is useful. Study 2 includes different events and asks if children benefit from PA scaffolding experience if events are separated by delays.

In prior studies, across 3 languages (including English), children younger than 5 had difficulty learning and extending verbs (Imai et al., 2005; 2008). Study 1 extends these studies by including comparison events in the learning phase of the study, and a progressive alignment (PA) condition. In this study, English-speaking 2 1/2- (n=22), 3 1/2- (n=20) and 4 1/2-year olds (n=14) were shown a set of video events on an iPad; the two BS conditions were: progressive alignment (PA; events were similar first) and low alignment (LA; events were varied). Children pointed to one of two new events at test; there were 2 test trials per verb and 4 verb sets. A 3 (Age: 2,3,4 years) x 2 (Condition: PA, LA) univariate ANOVA, dv=proportion correct, reveals a main effect of Age, F(2, 55)= 7.6, p=.001, with no effect of condition (see Fig. 1). Post-hoc tests showed 4-year-olds were significantly more successful than 2-year-olds, but one sample t-tests show children in all 3 age groups exceeded chance, ps< .03. Thus, across all ages, children succeeded at extending new verbs at test, whereas in the prior study, younger children did not.

Although children did not need PA experience in Study 1, other studies have shown a benefit for it and no study has included delays between events. In Study 2, 2- (n=24) and 3-year-olds (n=28) were shown a set of video events on an iPad. In one condition, they saw similar then varied events (similar first); in the other, they saw all varied events. Events were separated by a 1-minute distractor video. They pointed to one of two new events at test, repeated for a second verb. A 2 (Age: 2, 3) x 2 (Condition: SF, AV) univariate ANOVA reveals a main effect of Condition, F(1, 51)= 6.72, p=.013. One sample t-tests show only children in PA condition exceeded chance, t(26)= 3.55, p=.002. Thus, across age, only children who could practice comparing similar events, even with delays, could extend verbs at test.

Taken together, these studies show that verb learners use comparison to learn verbs, and progressive alignment can help. This suggests that in everyday life, even though distractions and delays make verb learning difficult, comparing events may be effective for solidifying verb meaning early on.

Authors

• Jane B. Childers, Trinity University - San Antonio
  Presenting Author

• Gemma Smith, Trinity University
  Non-Presenting Author

• Bibiana Cutilletta, Trinity University
  Non-Presenting Author

• Marissa Young, Trinity University
  Non-Presenting Author