Clarifying the role of joint attention in early word learning

Abstract

Four studies examined whether two-year-olds could successfully learn a novel word in conditions in which joint attention was not present. Study 1 examined whether children could learn a novel word while the speaker, but not the child, attended to the target object. Study 2 examined whether children could learn a novel word while the child, but not the speaker, attended to the target object. Study 3 examined whether children could learn a novel word while the child and the speaker attended to two different target objects. Study 4 examined whether children could learn a novel word while neither the child nor the speaker attended to the target object. Findings showed that successful word learning occurred in each of the four studies. These results suggest that joint attention may play an important, though not a necessary, role in young children’s word learning.