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dc.contributor.authorFitch, Allisonen_US
dc.contributor.authorLieberman, Amy M.en_US
dc.contributor.authorLuyster, Rhiannon J.en_US
dc.contributor.authorArunachalam, Sudhaen_US
dc.coverage.spatialUnited Statesen_US
dc.date2019-12-19
dc.date.accessioned2020-04-23T14:42:16Z
dc.date.issued2020-05
dc.identifierhttps://www.ncbi.nlm.nih.gov/pubmed/31992441
dc.identifier.citationAllison Fitch, Amy M. Lieberman, Rhiannon J. Luyster, Sudha Arunachalam. 2020. "Toddlers' word learning through overhearing: Others' attention matters.." J Exp Child Psychol, Volume 193. https://doi.org/10.1016/j.jecp.2019.104793
dc.identifier.issn1096-0457
dc.identifier.urihttps://hdl.handle.net/2144/40306
dc.description.abstractIn laboratory settings children are able to learn new words from overheard interactions, yet in naturalistic contexts this is often not the case. We investigated the degree to which joint attention within the overheard interaction facilitates overheard learning. In the study, 20 2-year-olds were tested on novel words they had been exposed to in two different overhearing contexts: one in which both interlocutors were attending to the interaction and one in which one interlocutor was not attending. Participants learned the new words only in the former condition, indicating that they did not learn when joint attention was absent. This finding demonstrates that not all overheard interactions are equally good for word learning; attentive interlocutors are crucial when learning words through overhearing.en_US
dc.description.sponsorshipR01 DC015272 - NIDCD NIH HHS; T32 DC013017 - NIDCD NIH HHSen_US
dc.languageEnglish
dc.language.isoen_US
dc.relation.ispartofJournal of Experimental Child Psychology
dc.subjectJoint attentionen_US
dc.subjectLexical developmenten_US
dc.subjectOverhearingen_US
dc.subjectThird-party learningen_US
dc.subjectToddlersen_US
dc.subjectWord learningen_US
dc.subjectExperimental psychologyen_US
dc.subjectPsychologyen_US
dc.subjectCognitive sciencesen_US
dc.titleToddlers' word learning through overhearing: others' attention matters.en_US
dc.typeArticleen_US
dc.description.versionAccepted manuscripten_US
dc.identifier.doi10.1016/j.jecp.2019.104793
dc.description.embargo2021-06-01
pubs.elements-sourcepubmeden_US
pubs.notesEmbargo: 12 monthsen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, Wheelock College of Education & Human Developmenten_US
pubs.publication-statusPublisheden_US
dc.identifier.mycv513849


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