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Early word learning is influenced by physical environments
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Description: In this looking-while-listening study, we investigated whether the physical environment in which toddlers encounter objects during word learning influences their learning of object-label mappings. All participants completed a word learning paradigm in two within-subjects conditions: the Contrastive condition and the Non-Contrastive condition. In the Contrastive condition, toddlers were taught two novel object-label mappings while watching videos of the objects being placed into a box through two difference openings that matched the shape of each object. In the Non-Contrastive condition, toddlers were taught two novel object-label mappings while watching videos of the objects being placed into into a box through the same single large opening that could fit both objects and did not match the shape of either object.
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