Preschoolers ask questions about unknown words on video chat and in live interactions at similar rates.

The COVID-19 pandemic has led to a major increase in digital interactions in early experience. A crucial question, given expanding virtual platforms, is whether preschoolers' active word learning behaviors extend to their interactions over video chat. When not provided with sufficient information to link new words to meanings, preschoolers drive their word learning by asking questions. In person, 5-year-olds focus their questions on unknown words compared with known words, highlighting their active word learning. Here, we investigated whether preschoolers' question-asking over video chat differs from in-person question-asking. In the study, 5-year-olds were instructed to move toys in response to known and unknown verbs on a video conferencing call (i.e., Zoom). Consistent with in-person results, video chat participants (n = 18) asked more questions about unknown words than about known words. The rate of question-asking about words across video chat and in-person formats did not differ. Differences in the types of questions asked about words indicate, however, that although video chat does not hinder preschoolers' active word learning, the use of video chat may influence how preschoolers request information about words.

Background context affects word-object mapping.

Children encounter new words across variable and noisy contexts. This variability may affect word learning, but the literature includes discrepant findings. The current experiment investigated one source of these discrepant findings: whether contexts with familiar, nameable objects are associated with less robust label learning. Two year olds were exposed to word-object pairings on variable contexts that either included nameable objects or did not. Target selection was more robust when exposure occurred without other nameable objects. The difference was present immediately, but not after a delay. This study provides the evidence that context effects are context-bound.

Gaining access to the unknown: Preschoolers privilege unknown information as the target of their questions about verbs.

Children are opportunistic word learners, making passive use of nearly any available cue to link labels and referents. However, children may also actively drive their word learning by inquiring about unknown labels. Until recently, research has largely overlooked active word learning mechanisms. In the current study, two experiments investigated the emergence of preschoolers' ability to tailor their questions about words and definitions to maximize information gains. Experiment 1 tested whether 3- and 5-year-olds' frequency of questionasking differed for known and unknown verbs in a referential communication task. Results revealed that 3- and 5-year-olds (N = 36) asked more questions about unknown verbs (M = 3.86) than about known verbs (M = 0.22, p < .001), but this tendency was greater for 5-year-olds (M = 6.11) than for 3-year-olds (M = 1.35, p < .001), suggesting a developmental difference in information-seeking proficiency. Experiment 2 tested whether 3- and 5-year-olds' frequency of question asking about unknown verbs differed when words were embedded in definitions of high- and low-informative quality. Results demonstrated that 3- and 5-year-olds (N = 42) asked questions about unknown verbs more when provided with uninformative definitions (M = 0.86) compared with informative definitions (M = 0.05, p = .028), suggesting a sensitivity to definition quality that drives preschoolers' information search for word meanings. These findings offer insight into children's information seeking during exposure to new words. Results advance the characterization of children's active verbal information seeking in shaping their word learning.

Developmental differences in preschoolers' definition assessment and production.

Children are able to assess the quality of information presented to them, most notably in the domains of causal explanations and arguments. However, children are also presented with another form of verbal information-definitions. Very little empirical work has investigated how children assess and produce definitions. Two experiments explored preschoolers' comprehension and production of definitions. In Experiment 1, a selective trust paradigm was used to assess 3-year-olds' (n = 28) and 5-year-olds' (n = 28) endorsements of informative and uninformative definitions. Participants were provided with two informants: one who always provided a circular definition (e.g., "Silly means when you are silly") and one who always provided a noncircular definition (e.g., "Silly means when you are goofy"). The 5-year-olds endorsed noncircular definitions over circular definitions for both frequent and infrequent words, but they chose to learn only from informants who provided information about infrequent words. The 3-year-olds, on the other hand, did not systematically endorse either definition type. In Experiment 2, new groups of 3-year-olds (n = 25) and 5-year-olds (n = 24) were asked to provide definitions, and their responses were coded for correctness and circularity. Results demonstrated that 5-year-olds provided more definitions than 3-year-olds. In addition, 5-year-olds provided more noncircular definitions than 3-year-olds for infrequent words but not for frequent words. Together, the results from Experiments 1 and 2 suggest that children's understanding of definitions emerges during the preschool period. This work presents an important first step in addressing an understudied facet of lexical development.

Twelve-Month-Old Infants Respond to Speech About Absent Inaccessible Objects.

This article investigated the interplay of 12-month-old infants' perception of affordances for locomotion and their ability to respond to the mention of hidden objects. In Experiment I, a toy was hidden in an ottoman that was placed on a cabinet out of infants' reach. Infants were more likely to look at, point to or approach the ottoman when there were stairs leading to it than when there were none. The stairs did not help infants respond by highlighting the target corner of the room (Experiment II) or by boosting their engagement with the study events (Experiment III). This suggests that infants' perception of the accessibility of the hiding location influences their ability to respond to speech about absent things.

Corrigendum: Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video.

[This corrects the article DOI: 10.3389/fpsyg.2018.02195.].

Effects of context variability on 2-year-olds' fact and word learning.

The current study investigated the effects of context variability on 2.5-year-olds' (N = 48) fact and word learning. Children were taught labels or facts for novel objects that were presented on variable or consistent background contexts during training. At test, children were asked to select target items in a context that either matched training contexts or was entirely new. Children learned words at above-chance levels regardless of context variability, and there was no significant difference in learning between children in variable and consistent training conditions. For facts, on the other hand, children demonstrated above-chance target selection only when contexts matched between training and test. In addition, children's immediate target selection was lower in the variable context condition than in the consistent one. However, this difference was not present after a 10-min delay. Results are discussed in terms of why fact learning and word learning may be differentially affected by context variability.

Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video.

Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and thirty two toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word's meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers' transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children.

Co-viewing supports toddlers' word learning from contingent and noncontingent video.

Social cues are one way young children determine that a situation is pedagogical in nature-containing information to be learned and generalized. However, some social cues (e.g., contingent gaze and responsiveness) are missing from prerecorded video, a potential reason why toddlers' language learning from video can be inefficient compared with their learning directly from a person. This study explored two methods for supporting children's word learning from video by adding social-communicative cues. A sample of 88 30-month-olds began their participation with a video training phase. In one manipulation, an on-screen actress responded contingently to children through a live video feed (similar to Skype or FaceTime "video chat") or appeared in a prerecorded demonstration. In the other manipulation, parents either modeled responsiveness to the actress's on-screen bids for participation or sat out of their children's view. Children then viewed a labeling demonstration on video, and their knowledge of the label was tested with three-dimensional objects. Results indicated that both on-screen contingency and parent modeling increased children's engagement with the actress during training. However, only parent modeling increased children's subsequent word learning, perhaps by revealing the symbolic (representational) intentions underlying this video. This study highlights the importance of adult co-viewing in helping toddlers to interpret communicative cues from video.

Out of Reach, Out of Mind? Infants' Comprehension of References to Hidden Inaccessible Objects.

This study investigated the nature of infants' difficulty understanding references to hidden inaccessible objects. Twelve-month-old infants (N = 32) responded to the mention of objects by looking at, pointing at, or approaching them when the referents were visible or accessible, but not when they were hidden and inaccessible (Experiment I). Twelve-month-olds (N = 16) responded robustly when a container with the hidden referent was moved from a previously inaccessible position to an accessible position before the request, but failed to respond when the reverse occurred (Experiment II). This suggests that infants might be able to track the hidden object's dislocations and update its accessibility as it changes. Knowing the hidden object is currently inaccessible inhibits their responding. Older, 16-month-old (N = 17) infants' performance was not affected by object accessibility.

Creature feature: Preschoolers use verbal descriptions to identify referents.

Representations formed on the basis of verbal descriptions may be fleeting and relatively weak or robust enough to support identification of referents. We investigated these two possibilities. Children (2.5- and 3.5-year-olds) were read verbal descriptions of unusual animals and were asked to choose the described animal from a pair of items. Sometimes the features (prototypical color and prototypical location) were distinctive (only present for the target), and sometimes one feature was present for both animals (both were yellow or on leaves). Both age groups were best able to identify the described animal when the features were distinctive, and 3.5-year-olds identified the target when both color was distinctive and a delay was inserted between the description and test.

Maternal Coping and Depressive Symptoms as Predictors of Mother-Child Communication About a Child's Cancer.

OBJECTIVE: This study sought to identify possible associations between maternal coping and depression and subsequent mother-child communication about cancer following the child's diagnosis. METHOD: Mothers (N = 100) reported on coping and depressive symptoms shortly after the child's diagnosis (M = 1.9 months). Subsequently, we observed children (age 5-17 years; M = 10.2 years; 48% female; 81% White) and mothers discussing cancer and coded maternal communication. RESULTS: Higher primary and secondary control coping, and lower depressive symptoms, were generally correlated with more positive, and less harsh and withdrawn communication. In regression models, higher primary control coping (i.e., coping efforts to change the stressor or one's emotional reaction to the stressor) independently predicted less withdrawn communication, and depressive symptoms mediated relations between coping and harsh communication. CONCLUSIONS: Maternal primary control coping and depressive symptoms predict mothers' subsequent harsh and withdrawn communication about cancer.

Betrayal trauma and child symptoms: The role of emotion.

Both mothers' and children's exposures to interpersonal violence-including betrayal traumas-are linked with heightened risk for children developing internalizing and externalizing symptoms. Despite this association, little research has examined additional factors that may explain this risk, such as emotion skills. The current study examined the relationship between mother-child emotion understanding abilities and use of emotion language on a behavioral facial affect perception task and betrayal trauma exposure in relation to child internalizing/externalizing symptoms. The sample included 47 ethnically diverse female guardians (ages 25-51 years old; M age = 37.7) and their children (ages 7-11 years old; M age = 9.1). Results indicated that maternal provision of a spontaneous, unprompted reason for emotions during the facial affect perception task was significantly associated with lower child internalizing/externalizing symptoms when both mothers' and children's betrayal trauma histories were controlled. The results suggest that emotion skills (in particular, the way mothers talk about emotions) warrant greater attention in research on the development of child internalizing/externalizing problems.

The extent of default visual perspective taking in complex layouts.

Emerging research suggests that visual perspective taking might be based in part on a default, early developing cognitive process. This hypothesis receives support from experiments demonstrating that adults experience interference from task-irrelevant perspectives of depicted agents even when participants are making judgments about their own perspective. However, a number of recent articles conclude that this self-judgment interference effect may be because of simple directional cues alone, and might, therefore, not reflect processes specific to visual perspective taking. In 3 studies, we demonstrate that self-judgment interference is constrained by agents' apparent line-of-sight access to subspaces in realistic rendered scenes. Participants displayed processing costs when their perspective conflicted with that of an avatar, who faced in the direction of all possible targets but could not see some of the targets because of occlusion. This interference effect occurred using 2 different configurations of occluders, and disappeared when windows were added to the occluders, allowing avatars line of sight access to all of the targets visible to the participant. These results demonstrate that default perspective taking is not attributable to directional cues alone but instead reflects a relatively sophisticated calculation of an agent's line of sight. (PsycINFO Database Record

Longitudinal associations among maternal communication and adolescent posttraumatic stress symptoms after cancer diagnosis.

OBJECTIVE: The purpose of this study was to prospectively examine adolescent and maternal posttraumatic stress symptoms (PTSS) and maternal communication from time near cancer diagnosis to 12-month follow-up to identify potential risk factors for adolescent PTSS. METHODS: Forty-one adolescents with cancer (10-17 years, 54% female) and their mothers self-reported PTSS at T1 (two months after cancer diagnosis) and T3 (1-year follow-up). At T2 (3 months after T1), mother-adolescent dyads were videotaped discussing cancer, and maternal communication was coded with macro (harsh and withdrawn) and micro (solicits and validations) systems. RESULTS: Adolescent PTSS at T1 was associated with adolescent PTSS at T3. Greater maternal PTSS at T1 predicted greater harsh maternal communication at T2. There was an indirect effect of maternal PTSS at T1 on adolescent PTSS at T3 through maternal validations at T2. CONCLUSIONS: Findings underscore the importance of maternal PTSS, maternal communication, and subsequent adolescent PTSS over the course of treatment of childhood cancer. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

Differences in how monolingual and bilingual children learn second labels for familiar objects.

Monolingual children sometimes resist learning second labels for familiar objects. One explanation is that they are guided by word learning constraints that lead to the assumption that objects have only one name. It is less clear whether bilingual children observe this constraint. In the current study, we test the hypothesis that bilingual children might be more willing to accept second labels for objects and ask how they are affected by different amounts of information relevant to the second label. Although monolingual and bilingual children benefited from increased levels of information, only bilingual children chose the referent at above chance levels when they were offered increased levels of information. They were also more likely than monolingual children to accept second labels. Differences emerged even when English language vocabulary size was controlled for in the analyses.

Mother-child communication and maternal depressive symptoms in families of children with cancer: integrating macro and micro levels of analysis.

OBJECTIVES: This study examines associations between maternal depressive symptoms and macro- and micro-level aspects of mothers' communication about their children's cancer. METHODS: Mothers reported depressive symptoms after diagnosis or relapse (child mean age = 10.4 years; 53% male). Mother-child dyads (N = 94) were subsequently observed discussing the child's cancer and maternal communication was coded. RESULTS: Macro-level indicators (positive and negative communication) were associated with certain micro-level indicators of communication (topic maintenance, reflections, reframes, and imperatives). Higher depressive symptoms predicted lower positive communication and higher negative communication. Maternal reflections and imperatives predicted positive communication, and topic maintenance and reframes predicted negative communication, beyond child age, family income, and depressive symptoms. CONCLUSIONS: Findings suggest concrete targets for improving communication in families after diagnosis or relapse.

Talking about the near and dear: Infants' comprehension of displaced speech.

The present research investigated the role of familiarity and proximity in infants' comprehension of displaced speech. When 13- and 16-month-old infants heard a researcher talk about a familiar person immediately after she left the room, they showed comprehension of the name by looking, pointing, or searching for the person in question. The majority of 16-month-olds were also able to reveal comprehension of the reference to the absent person after a 16-min delay, and they were able to respond to the name of an unfamiliar person as well. The 13-month-olds had more difficulty responding after the delay and to the name of a less familiar person. Thus, in the early phases of absent reference comprehension, infants' ability to respond to displaced speech can vary as a function of the temporal gap between the verbal reference and the last appearance of the referent, and of how strong their representation of the referent is.

Four- and six-year-olds use pragmatic competence to guide word learning.

The present study investigates whether four- and six-year-old children use pragmatic competence as a criterion for learning from someone else. Specifically, we ask whether children use others' adherence to Gricean maxims to determine whether they will offer valid labels for novel objects. Six-year-olds recognized adherence to the maxims of quality and relation and subsequently trusted the labels provided by a maxim adherer. Four-year-olds displayed this pattern when judging adherence to quality but not relation. A linear regression revealed that children's ability to identify maxim adherers predicted their ability to choose the correct object during word-learning trials. This research demonstrates that children use others' pragmatic history when judging the reliability of the information they offer.

When familiar is not better: 12-month-old infants respond to talk about absent objects.

Three experiments that demonstrate a novel constraint on infants' language skills are described. Across the experiments it is shown that as babies near their 1st birthday, their ability to respond to talk about an absent object is influenced by a referent's spatiotemporal history: familiarizing infants with an object in 1 or several nontest locations before the study interferes with their ability to respond to talk about the object when it is out of view. Familiarity with an object may not always strengthen infants' object representations and therefore facilitate their ability to appropriately react to the mention of absent objects. On the contrary, early in development, irrelevant information about prior location may be bound to representations of familiar objects and thus interfere with infants' ability to respond to talk about absent things.