dc.contributor.author | Guicherit, Isabelle | |
dc.contributor.author | Saylor, Megan | |
dc.contributor.author | Janakiefski, Laura | |
dc.date.accessioned | 2022-05-06T01:43:17Z | |
dc.date.available | 2022-05-06T01:43:17Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Guicherit, I., Saylor, M., & Janakiefski, L., (2022) Online environments not a barrier to preschoolers questions about unknown words. [Honors Thesis, Vanderbilt University] | en_US |
dc.identifier.uri | http://hdl.handle.net/1803/17332 | |
dc.description | PSY-4999-01, Honors Seminar, Dr. Megan Saylor | en_US |
dc.description.abstract | When preschoolers encounter a new word and word meaning, they can quickly link the two
items to learn a new word. When not provided with the necessary items to learn a word,
preschoolers will drive their own word learning. Previous research revealed that 5-year-olds
asked more questions about unknown words than known words, highlighting their active word
learning (Janakiefksi et al., 2022). However, it is unclear whether 5-year-olds' active word
learning extends to online environments— a crucial question given the growing role of online
environments in young children's daily lives. To investigate 5-year-olds’ online active word
learning, the current study replicated the procedure in Janakiefski et al. (2022) via Zoom. We
instructed participants to move their toys according to 9 known and 9 unknown target action
words and recorded participants' questions about word meanings. Online participants (n = 19)
asked more questions about unknown words than known words. Across online and in-person
environments, we found no differences in 5-year-olds' (n = 38) pattern of question-asking about
word meanings. We did find some differences in the types of questions about word meanings that
5-year-olds produced across environments. In-person participants asked more “What” questions
(e.g. “What does transpose mean?”). Online participants asked more “Guess” questions (e.g.
“Like this?”). Online environments are not a barrier to preschoolers' active word learning, but
they could influence the types of requests for word meanings produced by preschoolers. | en_US |
dc.description.sponsorship | Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University | en_US |
dc.subject | Question asking | en_US |
dc.subject | Online environments | en_US |
dc.subject | Information seeking | en_US |
dc.subject | Active learning | en_US |
dc.subject | Language development | en_US |
dc.subject | Word learning | en_US |
dc.subject.lcsh | Developmental psychology | |
dc.title | Online environments not a barrier to preschoolers questions about unknown words | en_US |
dc.type | Thesis | en_US |