The impact of maternal gaze responsiveness on infants' gaze following and later vocabulary development.

Research has shown that infants' language development is influenced by their gaze following-an ability linked to their cognitive and social development. Following social learning approaches, this pilot study explored whether variations in gaze following and later vocabulary scores relate to early mother-infant interactions by focusing on the role of mothers' gaze responsiveness in infants' attentional and language development. We recruited 15 mother-child pairs in Poland and assessed their engagement in joint attention episodes. Results indicate that mothers foster their infants' gaze-following ability by providing them with numerous opportunities to participate in the task. We also confirmed a correlation between infants' gaze-following ability at 6 months and their vocabulary scores at 24 months. However, combining both infants' gaze following and mothers' gaze monitoring as predictors in one model revealed that maternal gaze monitoring was a stronger predictor of infants' later vocabulary growth. Overall, this study emphasizes that mothers' gaze responsiveness is a crucial feature of scaffolding that impacts on infants' gaze following and language development.

The Role of Saliency in Learning First Words.

In word learning, one key accomplishment is the reference, that is, the linking of a word to its referent. According to classical theories, the term reference captures a mental event: A person uses a word to mentally recall a concept of an entity (an object or event) in order to bring it into the mental focus of an interaction. The developmental literature proposes different approaches regarding how children accomplish this link. Although researchers agree that multiple processes (within and across phonological, lexical, and semantic areas) are responsible for word learning, recent research has highlighted the role of saliency and perception as crucial factors in the early phases of word learning. Generally speaking, whereas some approaches to solving the reference problem attribute a greater role to the referent's properties being salient, others emphasize the social context that is needed to select the appropriate referent. In this review, we aim to systematize terminology and propose that the reason why assessments of the impact of saliency on word learning are controversial is that definitions of the term saliency reveal different weightings of the importance that either perceptual or social stimuli have for the learning process. We propose that defining early word learning in terms of paying attention to salient stimuli is too narrow. Instead, we emphasize that a new link between a word and its referent will succeed if a stimulus is relevant for the child.