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Taking their eye off the ball: How shyness affects children’s attention during word learning

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Taking their eye off the ball : How shyness affects children’s attention during word learning. / Hilton, Matt; Twomey, Katherine; Westermann, Gert.

In: Journal of Experimental Child Psychology, Vol. 183, 01.07.2019, p. 134-145.

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Hilton, Matt ; Twomey, Katherine ; Westermann, Gert. / Taking their eye off the ball : How shyness affects children’s attention during word learning. In: Journal of Experimental Child Psychology. 2019 ; Vol. 183. pp. 134-145.

Bibtex

@article{957e74a76c91496eb77d614042f2c931,
title = "Taking their eye off the ball: How shyness affects children{\textquoteright}s attention during word learning",
abstract = "The current study tests the hypothesis that shy children's reduced word learning is partly due to an effect of shyness on attention during object labeling. A sample of 20- and 26-month-old children (N = 32) took part in a looking-while-listening task in which they saw sets of familiar and novel objects while hearing familiar or novel labels. Overall, children increased attention to familiar objects when hearing their labels, and they divided their attention equally between the target and competitors when hearing novel labels. Critically, shyness reduced attention to the target object regardless of whether the heard label was novel or familiar. When children's retention of the novel word–object mappings was tested after a delay, it was found that children who showed increased attention to novel objects during labeling showed better retention. Taken together, these findings suggest that shyer children perform less well than their less shy peers on measures of word learning because their attention to the target object is dampened. Thus, this work presents evidence that shyness modulates the low-level processes of visual attention that unfold during word learning.",
keywords = "Word learning, Shyness, Language development, Temperament, Individual differences, Referent Selection",
author = "Matt Hilton and Katherine Twomey and Gert Westermann",
year = "2019",
month = jul,
day = "1",
doi = "10.1016/j.jecp.2019.01.023",
language = "English",
volume = "183",
pages = "134--145",
journal = "Journal of Experimental Child Psychology",
issn = "0022-0965",
publisher = "ELSEVIER ACADEMIC PRESS INC",

}

RIS

TY - JOUR

T1 - Taking their eye off the ball

T2 - How shyness affects children’s attention during word learning

AU - Hilton, Matt

AU - Twomey, Katherine

AU - Westermann, Gert

PY - 2019/7/1

Y1 - 2019/7/1

N2 - The current study tests the hypothesis that shy children's reduced word learning is partly due to an effect of shyness on attention during object labeling. A sample of 20- and 26-month-old children (N = 32) took part in a looking-while-listening task in which they saw sets of familiar and novel objects while hearing familiar or novel labels. Overall, children increased attention to familiar objects when hearing their labels, and they divided their attention equally between the target and competitors when hearing novel labels. Critically, shyness reduced attention to the target object regardless of whether the heard label was novel or familiar. When children's retention of the novel word–object mappings was tested after a delay, it was found that children who showed increased attention to novel objects during labeling showed better retention. Taken together, these findings suggest that shyer children perform less well than their less shy peers on measures of word learning because their attention to the target object is dampened. Thus, this work presents evidence that shyness modulates the low-level processes of visual attention that unfold during word learning.

AB - The current study tests the hypothesis that shy children's reduced word learning is partly due to an effect of shyness on attention during object labeling. A sample of 20- and 26-month-old children (N = 32) took part in a looking-while-listening task in which they saw sets of familiar and novel objects while hearing familiar or novel labels. Overall, children increased attention to familiar objects when hearing their labels, and they divided their attention equally between the target and competitors when hearing novel labels. Critically, shyness reduced attention to the target object regardless of whether the heard label was novel or familiar. When children's retention of the novel word–object mappings was tested after a delay, it was found that children who showed increased attention to novel objects during labeling showed better retention. Taken together, these findings suggest that shyer children perform less well than their less shy peers on measures of word learning because their attention to the target object is dampened. Thus, this work presents evidence that shyness modulates the low-level processes of visual attention that unfold during word learning.

KW - Word learning

KW - Shyness

KW - Language development

KW - Temperament

KW - Individual differences

KW - Referent Selection

U2 - 10.1016/j.jecp.2019.01.023

DO - 10.1016/j.jecp.2019.01.023

M3 - Journal article

VL - 183

SP - 134

EP - 145

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

ER -