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An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers

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Title: An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers
Language: English
Authors: Valleau, Matthew James, Konishi, Haruka, Golinkoff, Roberta Michnick, Hirsh-Pasek, Kathy, Arunachalam, Sudha
Source: Grantee Submission. Dec 2018:2917-2933.
Peer Reviewed: Y
Page Count: 17
Publication Date: 2018
Sponsoring Agency: National Institutes of Health (NIH) (DHHS)
Institute of Education Sciences (ED)
Contract Number: K01DC013306
R305A110284
R324A160241
Document Type: Journal Articles
Reports - Research
Descriptors: Eye Movements, Receptive Language, Verbs, Correlation, Expressive Language, Scores, Language Skills, Measures (Individuals), Toddlers, Video Technology, Vocabulary Skills, Parent Attitudes, Prediction, Nouns, Measurement Techniques, Language Acquisition
Assessment and Survey Identifiers: MacArthur Communicative Development Inventory
DOI: 10.1044/2018_JSLHR-L-17-0363
Abstract: Purpose: We examined receptive verb knowledge in 22- to 24-month-old toddlers with a dynamic video eye-tracking test. The primary goal of the study was to examine the utility of eye-gaze measures that are commonly used to study noun knowledge for studying verb knowledge. Method: Forty typically developing toddlers participated. They viewed 2 videos side by side (e.g., girl clapping, same girl stretching) and were asked to find one of them (e.g., "Where is she clapping?"). Their eye-gaze, recorded by a Tobii T60XL eye-tracking system, was analyzed as a measure of their knowledge of the verb meanings. Noun trials were included as controls. We examined correlations between eye-gaze measures and score on the MacArthur-Bates Communicative Development Inventories (CDI; Fenson et al., 1994), a standard parent report measure of expressive vocabulary to see how well various eye-gaze measures predicted CDI score. Results: A common measure of knowledge--a 15% increase in looking time to the target video from a baseline phase to the test phase--did correlate with CDI score but operationalized differently for verbs than for nouns. A 2nd common measure, latency of 1st look to the target, correlated with CDI score for nouns, as in previous work, but did not for verbs. A 3rd measure, fixation density, correlated for both nouns and verbs, although the correlation went in different directions. Conclusions: The dynamic nature of videos depicting verb knowledge results in differences in eye-gaze as compared to static images depicting nouns. An eye-tracking assessment of verb knowledge is worthwhile to develop. However, the particular dependent measures used may be different than those used for static images and nouns. [This article was published in "Journal of Speech, Language, and Hearing Research" (EJ1199778).]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED617632
Database: ERIC
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  Data: An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. Dec 2018:2917-2933.
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  Data: 17
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  Data: National Institutes of Health (NIH) (DHHS)<br />Institute of Education Sciences (ED)
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  Data: 10.1044/2018_JSLHR-L-17-0363
– Name: Abstract
  Label: Abstract
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  Data: Purpose: We examined receptive verb knowledge in 22- to 24-month-old toddlers with a dynamic video eye-tracking test. The primary goal of the study was to examine the utility of eye-gaze measures that are commonly used to study noun knowledge for studying verb knowledge. Method: Forty typically developing toddlers participated. They viewed 2 videos side by side (e.g., girl clapping, same girl stretching) and were asked to find one of them (e.g., "Where is she clapping?"). Their eye-gaze, recorded by a Tobii T60XL eye-tracking system, was analyzed as a measure of their knowledge of the verb meanings. Noun trials were included as controls. We examined correlations between eye-gaze measures and score on the MacArthur-Bates Communicative Development Inventories (CDI; Fenson et al., 1994), a standard parent report measure of expressive vocabulary to see how well various eye-gaze measures predicted CDI score. Results: A common measure of knowledge--a 15% increase in looking time to the target video from a baseline phase to the test phase--did correlate with CDI score but operationalized differently for verbs than for nouns. A 2nd common measure, latency of 1st look to the target, correlated with CDI score for nouns, as in previous work, but did not for verbs. A 3rd measure, fixation density, correlated for both nouns and verbs, although the correlation went in different directions. Conclusions: The dynamic nature of videos depicting verb knowledge results in differences in eye-gaze as compared to static images depicting nouns. An eye-tracking assessment of verb knowledge is worthwhile to develop. However, the particular dependent measures used may be different than those used for static images and nouns. [This article was published in "Journal of Speech, Language, and Hearing Research" (EJ1199778).]
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        Value: 10.1044/2018_JSLHR-L-17-0363
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      – Text: English
    PhysicalDescription:
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        PageCount: 17
        StartPage: 2917
    Subjects:
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Verbs
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Expressive Language
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      – SubjectFull: Scores
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      – SubjectFull: Language Skills
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      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Toddlers
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      – SubjectFull: Video Technology
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      – TitleFull: An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers
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