Self-directed learning by preschoolers in a naturalistic overhearing context

Abstract

Three studies investigated preschoolers' self-directed learning ability in a naturalistic context: learning from overheard speech. In Experiment 1, 4.5- to 6-year-olds were exposed to 4 novel words and 6 arbitrary facts corresponding to a set of co-present toys; in Experiment 2, 3- to 4.5-year-olds heard 5 nouns and 3 facts. In the Pedagogical conditions, children were taught the information with the aid of multiple pedagogical cues, but in the Overhearing conditions, children had to 'listen in' to one side of a phone call to learn the information. Older preschoolers (Experiment 1) learned all items above chance in both conditions. Younger preschoolers (Experiment 2) learned words and facts above chance in the Pedagogical condition, but were at chance at learning words in the Overhearing condition, despite reliably learning facts from overhearing. Experiment 3 demonstrated that younger children's difficulty at learning new words from overhearing could not be explained by only being able to hear one side of the phone conversation, as they similarly struggled when the phone call took place over speakerphone. Measures of children's touch behavior suggest that older children were better able to coordinate their attention between the overheard speech and objects, though even younger children showed evidence of attention to the overheard speech. Together, our results demonstrate that by age 5, children can learn multiple new words and facts via overhearing. This self-directed learning ability depends on being able to coordinate attention between speech and the surrounding environment, a capacity that develops throughout preschool.

Keywords: Child-directed speech; Effective input; Overhearing; Self-directed learning; Word learning.