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Now You See Me, Now You don’t: Children Learn Grammatical Choices During Online Socially Contingent Video and Audio Interactions

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Now You See Me, Now You don’t: Children Learn Grammatical Choices During Online Socially Contingent Video and Audio Interactions. / Buckle, Leone; Branigan, Holly P.; Lindsay, Laura et al.
In: Language Learning and Development, Vol. 21, No. 1, 31.01.2025, p. 1-14.

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Buckle L, Branigan HP, Lindsay L, Messenger K. Now You See Me, Now You don’t: Children Learn Grammatical Choices During Online Socially Contingent Video and Audio Interactions. Language Learning and Development. 2025 Jan 31;21(1):1-14. Epub 2024 Mar 18. doi: 10.1080/15475441.2024.2313221

Author

Buckle, Leone ; Branigan, Holly P. ; Lindsay, Laura et al. / Now You See Me, Now You don’t : Children Learn Grammatical Choices During Online Socially Contingent Video and Audio Interactions. In: Language Learning and Development. 2025 ; Vol. 21, No. 1. pp. 1-14.

Bibtex

@article{44394df6d416412da9f5c6fa6c3d18c2,
title = "Now You See Me, Now You don{\textquoteright}t: Children Learn Grammatical Choices During Online Socially Contingent Video and Audio Interactions",
abstract = "Previous research has established that children{\textquoteright}s experiences of language during in-person interactions (e.g. individual and cumulative experiences of structural choices) implicitly shape language learning. We investigated whether children also implicitly learn structural choices during online interactions, and whether this is affected by the visual co-presence of a partner. During an online conference call, three- and five-year-olds alternated describing pictures with an experimenter who produced active (“a cat chased the dog”) and passive (“the dog was chased by a cat”) prime descriptions; half the participants had video+audio calls, and half had audio-only. Children in both age groups produced more passives after passive than active primes, both immediately and with accumulating input across trials; neither effect was influenced by call format (video+audio vs audio-only). These results demonstrate that implicit grammar learning mechanisms, as evidenced by syntactic priming effects, operate during socially contingent online interactions. They also highlight the potential of online methodologies for developmental language production research.",
author = "Leone Buckle and Branigan, {Holly P.} and Laura Lindsay and Katherine Messenger",
year = "2025",
month = jan,
day = "31",
doi = "10.1080/15475441.2024.2313221",
language = "English",
volume = "21",
pages = "1--14",
journal = "Language Learning and Development",
issn = "1547-5441",
publisher = "Psychology Press Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Now You See Me, Now You don’t

T2 - Children Learn Grammatical Choices During Online Socially Contingent Video and Audio Interactions

AU - Buckle, Leone

AU - Branigan, Holly P.

AU - Lindsay, Laura

AU - Messenger, Katherine

PY - 2025/1/31

Y1 - 2025/1/31

N2 - Previous research has established that children’s experiences of language during in-person interactions (e.g. individual and cumulative experiences of structural choices) implicitly shape language learning. We investigated whether children also implicitly learn structural choices during online interactions, and whether this is affected by the visual co-presence of a partner. During an online conference call, three- and five-year-olds alternated describing pictures with an experimenter who produced active (“a cat chased the dog”) and passive (“the dog was chased by a cat”) prime descriptions; half the participants had video+audio calls, and half had audio-only. Children in both age groups produced more passives after passive than active primes, both immediately and with accumulating input across trials; neither effect was influenced by call format (video+audio vs audio-only). These results demonstrate that implicit grammar learning mechanisms, as evidenced by syntactic priming effects, operate during socially contingent online interactions. They also highlight the potential of online methodologies for developmental language production research.

AB - Previous research has established that children’s experiences of language during in-person interactions (e.g. individual and cumulative experiences of structural choices) implicitly shape language learning. We investigated whether children also implicitly learn structural choices during online interactions, and whether this is affected by the visual co-presence of a partner. During an online conference call, three- and five-year-olds alternated describing pictures with an experimenter who produced active (“a cat chased the dog”) and passive (“the dog was chased by a cat”) prime descriptions; half the participants had video+audio calls, and half had audio-only. Children in both age groups produced more passives after passive than active primes, both immediately and with accumulating input across trials; neither effect was influenced by call format (video+audio vs audio-only). These results demonstrate that implicit grammar learning mechanisms, as evidenced by syntactic priming effects, operate during socially contingent online interactions. They also highlight the potential of online methodologies for developmental language production research.

U2 - 10.1080/15475441.2024.2313221

DO - 10.1080/15475441.2024.2313221

M3 - Journal article

VL - 21

SP - 1

EP - 14

JO - Language Learning and Development

JF - Language Learning and Development

SN - 1547-5441

IS - 1

ER -