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BRIEF RESEARCH REPORT article
Front. Dev. Psychol.
Sec. Development in Infancy
Volume 2 - 2024 |
doi: 10.3389/fdpys.2024.1411276
Investigating the role of verbal cues on learning of tool-use actions in 18-and 24-month-olds in an online looking time experiment
Provisionally accepted- 1 University of Potsdam, Potsdam, Germany
- 2 University of Göttingen, Göttingen, Germany
- 3 Leibniz ScienceCampus Primate Cognition, Goettingen, Germany
This study was an unmoderated online experiment to investigate the impact of the semantic content of verbal cues on toddlers' action learning. 18-and 24-month-olds (N=89) watched videos of two tool-use actions accompanied by specific ("pressing in/pulling out") or unspecific information ("doing that"). Learning was measured via looking times coded from webcam recordings. Regardless of age and verbal cue, toddlers looked equally long to test pictures of correct or incorrect tool-use, suggesting that meaningful verbal information did not improve the challenging video-based action learning. However, low drop-out rates and high webcam data quality confirm the feasibility of online experiments with toddlers.
Keywords: tool-use, Action Learning, Language, online study, development
Received: 02 Apr 2024; Accepted: 17 Jul 2024.
Copyright: © 2024 Trouillet, Bothe, Mani and Elsner. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Léonie Trouillet, University of Potsdam, Potsdam, Germany
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Ricarda Bothe
2,3