There are a variety of factors that can contribute to some children learning words more slowly than others. Several potential explanations for this variation have been identified through research in the field of child language development. A new study from the University of East Anglia explains why some children learn words more slowly than others.
A new study looks at where toddlers look when they learn new words. It discovered that children with larger vocabularies gravitated toward objects more quickly when learning new words. Meanwhile, children who knew fewer words took longer and looked back and forth between objects.
According to the researchers, their findings could help identify children with delayed language development at an earlier stage. Importantly, it means that these children could receive earlier assistance in developing their best vocabulary before beginning school.
Children learn that if they hear a new word, other objects of the same shape are likely to be called by the same name. This allows them to learn new words quickly because they already know what a new word means. However, there may be differences in how children who struggle with language learn new words and understand what they mean.
Dr. Larissa Samuelson
“Around two years of age, children start to be quicker to decide what a new word means,” said lead researcher Dr. Larissa Samuelson of UEA’s School of Psychology. We believe this is because many of the first words children learn are names for groups of similar-shaped objects – balls are round, cups are cup-shaped.”
“Children learn that if they hear a new word, other objects of the same shape are likely to be called by the same name. This allows them to learn new words quickly because they already know what a new word means. However, there may be differences in how children who struggle with language learn new words and understand what they mean. We wanted to learn more about this phenomenon and see how it could help with early word learning.”
The study looked at how 66 children aged 17 to 31 months learned new words through a simple game. They demonstrated new objects made of clay, plaster, Styrofoam, yarn, and plastic mesh to the toddlers. The researchers then told the children the names of the new objects and asked them what other things can also be called by that name.
Throughout the task, the team filmed where the children were looking. They could then watch it back frame by frame to see where the toddlers were looking before and after being shown a new object.
“We know that when adults and children hear a word they recognize, they look for things in the environment that correspond to the words they hear. We wanted to see if it differed depending on how many words you knew,” Dr. Samuelson explained. As a result, the researchers asked parents how many words their children could say.
Dr. Samuelson said: “We found that children who can say more words quickly looked towards objects that were the same shape as a named object. Children who knew fewer words looked back and forth between the objects and took more time. Other research has shown that children with Developmental Language Disorder do not pay attention to the same things when learning new words as children with typical language development.”
“At the moment, children with Developmental Language Disorder cannot be diagnosed until they are three or four years old. However, we hope that our findings will assist in identifying which children are at risk for language delay at an earlier stage, allowing them to receive better support.”
“Previous research has shown that we can improve word learning in children by teaching them what to pay attention to when they hear a new word.” If we can identify which children require this assistance sooner, we can help them build their best vocabulary and be more prepared to enter school with the language skills they require.”
