The Effects of Joint Attention Contexts on Adult Novel Word Learning

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  • Joint attention is influential in infant language acquisition, however less is known of the effects of interactive conditions in adult processing and learning. With adults, digital avatar-to-human interactive tasks have resulted in increased image recognition (Kim & Mundy, 2011) and human-to-human experiments have demonstrated joint attention to significantly impact L2 word learning (Hirotani et al., under revision). The aim of the current study was to validate Hirotani et al.’s (under revision) conclusions using a digital interactive paradigm as opposed to as live, face-to-face design. Nine subjects interacted with a video participant in 3 separate learning blocks consisting of 40 picture-pseudoword pairs in four joint attention contexts (responding, initiating, simultaneous and non). Results indicated no performance difference across blocks or conditions and no interaction effect. Further testing is required to determine whether interactive digital environments can also play an implicit role in the effectiveness of joint attention in adult lexical development.

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  • Copyright © 2015 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 2015


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