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https://doi.org/10.21197/jcei.15.1.3
Copy DOIPublication Date: Mar 31, 2024 |
Objective: This study aimed to investigate whether there was a difference in comprehension of the content and acquisition of incidental word learning while watching a video according to different adult’s utterance levels.
 Methods: A total of 100 participants of 4-year-old were randomly assigned to one of three groups: the high-involvement utterance group, low-involvement utterance group, and no utterance group. The experimenter provided the children pre-scripted utterances in each group. After watching each video, tasks were provided to measure extent of the children’s comprehension of video content and the number of novel words that appeared in the video. 
 Results: There was a significant difference in comprehension of video content and the average number of incidental word learning in each group depending on the adult speech. Specifically, between the high involvement utterance group and the low involvement utterance group, the high involvement utterance group and no utterance group. In other words, high utterance group statistically showed better performance in the tasks compared to other two groups.
 Conclusions: Adults’ conscious utterances plays a positive role in supporting children’s language and cognitive development by offering clues to enhance their comprehension and directing their attention to novel vocabulary.
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