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Word learning in monolingual and bilingual children: The influence of speaker eye-gaze

Published online by Cambridge University Press:  23 October 2020

Ishanti Gangopadhyay  and
Margarita Kaushanskaya
Ishanti Gangopadhyay*
Affiliation:
Indiana University-Bloomington, USA
Margarita Kaushanskaya
Affiliation:
University of Wisconsin-Madison, USA
*
Address for correspondence: Ishanti Gangopadhyay, E-mail: ishgang@indiana.edu
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Abstract

The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while labeling it (consistent) and when the speaker looked at the object only the first time (inconsistent). During teaching, bilingual children differentiated between the target object (that matched the label) and non-target object (that did not match the label) earlier than the monolingual children on trials without eye-gaze information. However, during testing, monolingual children showed more robust retention of novel words than bilingual children in both conditions. Findings suggest that bilingualism shapes children's attention to eye-gaze during word learning, but that, ultimately, there is no bilingual advantage for utilizing this cue in the service of word retention.

Keywords

social-pragmaticword learningspeaker eye-gazeeye-tracking
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 24 , Issue 2 , March 2021 , pp. 333 - 343
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Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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