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Fourth annual conference Arlington, VA. Iulia Pittman 1 Email author 1. Personalised recommendations. Cite chapter How to cite? ENW EndNote. In particular, Oshima-Takane found that laterborn siblings have an advantage over firstborns in learning personal pronouns, presumably because they have more opportunities to overhear pronouns being used in conversations between their siblings and parents. The present studies extend this research in at least two ways: 1 by demonstrating that word learning through overhearing can also be achieved in a single learning episode and 2 by demonstrating that young children can learn other word types object labels, action verbs through overhearing.
Of course, the experimental sit- uation we employed is likely much simpler than real-life overhearing contexts in that the children were seated in view of the adults and there was little to distract them from attending to the interaction between those adults.
Although studies that systematically vary the level of surrounding, and potentially distracting, activity need to be conducted, informal conversations with the parents of our participants suggest that children may indeed be capable of learning vocabulary in these more challenging settings. Many parents reported that their children knew many more words than they had been explicitly taught including some words that parents would prefer their children had not learned! Several studies have demonstrated that the amount of time young children spend in face-to-face conversations varies significantly across cultural groups.
In summary, the present studies provide direct research evidence in support of the idea that children acquire vocabulary in nondidactic, nonostensive contexts.
Specifically, the findings support claims that young children are quite adept at monitoring third-party conversations, and provide experimental evidence that they can acquire vocabulary in such situations. Together with the results of ethnographic studies demonstrating very little direct language teaching in interactions between adults and young children, these results highlight the active role played by children in acquiring language, and point to the possibility that didactic interactions might be the exception rather than the rule in the contexts in which young children in all cultures acquire their early vocabulary.
Special thanks go to Margarita Azmitia, Lois Bloom, and an anonymous reviewer for their helpful comments on a previous version of this manuscript.
Jennifer Jipson and Maureen A. Callanan are also at the University of California at Santa Cruz. Twenty-four-month-old children learn words for absent objects and actions. British Journal of Developmental Psychology, 14, 79— Akhtar, N.
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