The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Skype Me! Socially Contingent Interactions Help Toddlers Learn Language
Open accessAbstract
Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24–30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology.
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Citations
Cites
Eye contact detection in humans from birth
Farroni, T., Csibra, G., Simion, F., & Johnson, M. H. (2002) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.152159999 · Cited by 1,442
Kuhl, P. K., Tsao, F.-M., & Liu, H.-M. (2003) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1532872100 · Cited by 1,237 · cited 5×
“In addition to uncovering social contingency as a possible tool for children's learning, we also replicated the finding that children younger than three years do not learn language from video alone (Krcmar et al., 2007; Kuhl et al., 2003; Robb et al., 2009; Roseberry et al., 2009) in the yoked control.”
InfluentialGaze Following in Human Infants Depends on Communicative Signals
Senju, A., & Csibra, G. (2008) · Current Biology · doi:10.1016/j.cub.2008.03.059 · Cited by 749
The development of symbol-infused joint engagement
Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00732.x · Cited by 370
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Self-citationNeural synchrony in mother-child conversation: Exploring the role of conversation patterns
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Dividing attention in the classroom reduces exam performance
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Parent coaching from 6 to 18 months improves child language outcomes through 30 months of age
Huber, E., Ferjan Ramírez, N., Corrigan, N. M., & Kuhl, P. K. (2023) · Developmental Science · doi:10.1111/desc.13391 · Cited by 24
Digital Media Use and Language Development in Early Childhood
Dore, R. A., Jing, M., Taylor, G., Madigan, S., Samudra, P. G., Sundqvist, A. S., & Xu, Y. (2025) · Handbook of Children and Screens · doi:10.1007/978-3-031-69362-5_6 · Cited by 1
Metadata
- Authors
- Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2014-05-01
- Volume
- 85
- Issue
- 3
- Pages
- 956-970
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1973023835
- Cited by
- 498
- References
- 4
- FWCI
- 51.60
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
