Over the last 50 years we have seen important shifts toward new testing paradigms that would help shape theories of language acquisition. This means that while songs may be beneficial for increasing child engagement, spoken sentences may be best for supporting deep level learning of language concepts. In fact, preschoolers show improved word-learning performance for items that were trained in a spoken sentence compared to items that were trained in a song.
We provide evidence suggesting that while songs may help increase attention during a particular task, greater attention does not lead to greater learning. Additionally, we use this methodological approach to examine a topic that has gained popularity in recent years-the role of music and songs on vocabulary learning. Our data support the feasibility of collecting remote eye-gaze data with young children, and present it as a viable alternative for conducting developmental language research when in-person interactions with participants cannot take place. We provide feasibility and precision data by comparing performance in an in-person version of the study (conducted under controlled conditions in the lab), with performance in a virtual version in which participants completed the testing procedure from home. This article evaluates a testing procedure for collecting eye-gaze data with toddlers and preschoolers during a word-learning task.
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