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    Even though children older than three vidwos gained some information from video alone, this learning was still not as robust as learning from live social interactions. Given the overwhelming evidence that young children Skype adult videos not learn as much from video as they do from live interactions, what accounts for this discrepancy? Troseth and colleaguesfor example, used an object retrieval task, in which an experimenter hid a toy, told the month-olds where it was located, and then asked the toddlers to find the toy. Before revealing the location of the hidden toy, all children viewed a 5-minute warm-up of the experimenter on video.

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    Half of the toddlers participated in a two-way interaction with Bb pilipinas sex video ptivet room adult via closed-circuit video for the warm-up, whereas the other children viewed a pre-recorded video of the adult as they had interacted with another child. During the interaction via closed adjlt video, the adult on video called children by Skype adult videos and engaged viedos in conversation about their pets and siblings. The pre-recorded, or yoked, video was not dependent on adut child's responses adylt showed the experimenter asking about pets and siblings that were not relevant vireos the child for whom the video was Skkype.

    When children searched for the hidden toy, only the children who experienced a social interaction with the adult via video found the toy at adilt greater than chance. The researchers argue that socially contingent video training allowed toddlers to overcome the video deficit. Adu,t findings Vidos recently been extended to show increased learning from interactive computer games relative to watching video Lauricella et al. Troseth and colleagues defined contingent interactions as a two-way exchange in which the adult on video established herself as relevant and interactive by referring to the child by name and by asking children specific questions about their siblings and pets. It is a departure from a narrower definition of contingency, which focuses solely on timing and reliability Beebe et al.

    In the few studies that have investigated the role of contingency in language learning, timing and synchrony of interactions have been the focus. Bloom, Russell and Wassenbergfor example, manipulated whether adults responded to 3-month-olds randomly or in a conversational, turn-taking manner. Here, the contingent interaction appeared as the parent listening while the infant vocalized and then immediately vocalizing in return. Results suggested that infants who experienced turn-taking interactions with an adult produced more syllabic, or speech-like, vocalizations.

    Infants learn quickly that their vocalizations affect their caregiver's response Goldstein et al. Taken together, contingency has been implicated as an important catalyst for early language development, and its absence may be responsible for children's inability to use information presented on video. Yet, the role of social contingency in children's ability to learn words has not been explored. The current study examines social contingency as a cue for language learning. We define a socially contingent partner as one whose responses are not only immediate and reliable, but are also accurate in content Csibra, ; Tamis-LeMonda et al.

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