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Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform

Research output: Working paper › Preprint

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Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform. / Bothe, Ricarda; Isbaner, Sebastian; Chen, Xiaoyun et al.
PsyArXiv, 2024.

Research output: Working paper › Preprint

Harvard

Bothe, R, Isbaner, S, Chen, X, Kagan, I, Gail, A & Mani, N 2024 'Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform' PsyArXiv. https://doi.org/10.31234/osf.io/fx2bg

APA

Bothe, R., Isbaner, S., Chen, X., Kagan, I., Gail, A., & Mani, N. (2024). Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform. PsyArXiv. https://doi.org/10.31234/osf.io/fx2bg

Vancouver

Bothe R, Isbaner S, Chen X, Kagan I, Gail A, Mani N. Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform. PsyArXiv. 2024 Mar 12. doi: 10.31234/osf.io/fx2bg

Author

Bothe, Ricarda ; Isbaner, Sebastian ; Chen, Xiaoyun et al. / Little scientists & social apprentices : Active word learning in dynamic social contexts using a transparent dyadic interaction platform. PsyArXiv, 2024.

Bibtex

@techreport{90ba455903db4097aec5362660ae62d3,
title = "Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform",
abstract = "2AbstractPrevious tablet studies indicate that children learn object labels better through active initiation rather than passive observation. However, as children typically learn object labels through interactions with familiar partners, this study examines whether the active learning advantage persists in dynamic face-to-face interactions and is influenced by the social partner's identity (mother or friend). Using the Dyadic Interaction Platform for children (DIPc), we observed 4-to 5-year-old children and their social partners (Nfriend= 47, Nmum= 44) during a word learning task. Participants could actively select objects for labelling and passively observe their partner's choices. Results showed that children initially recognized actively sampled object names better, but later, they showed stronger recognition for passively observed names. The initial active benefit primarily occurred during interactions among children, while the later passive benefit was predominantly rooted in interactions with children and their mothers. Together, these findings identify the temporal and social dynamics of an active learning benefit within children's social interaction.",
author = "Ricarda Bothe and Sebastian Isbaner and Xiaoyun Chen and Igor Kagan and Alexander Gail and Nivedita Mani",
year = "2024",
month = mar,
day = "12",
doi = "10.31234/osf.io/fx2bg",
language = "English",
publisher = "PsyArXiv",
type = "WorkingPaper",
institution = "PsyArXiv",

}

RIS

TY - UNPB

T1 - Little scientists & social apprentices

T2 - Active word learning in dynamic social contexts using a transparent dyadic interaction platform

AU - Bothe, Ricarda

AU - Isbaner, Sebastian

AU - Chen, Xiaoyun

AU - Kagan, Igor

AU - Gail, Alexander

AU - Mani, Nivedita

PY - 2024/3/12

Y1 - 2024/3/12

N2 - 2AbstractPrevious tablet studies indicate that children learn object labels better through active initiation rather than passive observation. However, as children typically learn object labels through interactions with familiar partners, this study examines whether the active learning advantage persists in dynamic face-to-face interactions and is influenced by the social partner's identity (mother or friend). Using the Dyadic Interaction Platform for children (DIPc), we observed 4-to 5-year-old children and their social partners (Nfriend= 47, Nmum= 44) during a word learning task. Participants could actively select objects for labelling and passively observe their partner's choices. Results showed that children initially recognized actively sampled object names better, but later, they showed stronger recognition for passively observed names. The initial active benefit primarily occurred during interactions among children, while the later passive benefit was predominantly rooted in interactions with children and their mothers. Together, these findings identify the temporal and social dynamics of an active learning benefit within children's social interaction.

AB - 2AbstractPrevious tablet studies indicate that children learn object labels better through active initiation rather than passive observation. However, as children typically learn object labels through interactions with familiar partners, this study examines whether the active learning advantage persists in dynamic face-to-face interactions and is influenced by the social partner's identity (mother or friend). Using the Dyadic Interaction Platform for children (DIPc), we observed 4-to 5-year-old children and their social partners (Nfriend= 47, Nmum= 44) during a word learning task. Participants could actively select objects for labelling and passively observe their partner's choices. Results showed that children initially recognized actively sampled object names better, but later, they showed stronger recognition for passively observed names. The initial active benefit primarily occurred during interactions among children, while the later passive benefit was predominantly rooted in interactions with children and their mothers. Together, these findings identify the temporal and social dynamics of an active learning benefit within children's social interaction.

U2 - 10.31234/osf.io/fx2bg

DO - 10.31234/osf.io/fx2bg

M3 - Preprint

BT - Little scientists & social apprentices

PB - PsyArXiv

ER -