The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while labeling it (consistent) and when the speaker looked at the object only the first time (inconsistent). During teaching, bilingual children differentiated between the target object (that matched the label) and non-target object (that did not match the label) earlier than the monolingual children on trials without eye-gaze information. However, during testing, monolingual children showed more robust retention of novel words than bilingual children in both conditions. Findings suggest that bilingualism shapes children's attention to eye-gaze during word learning, but that, ultimately, there is no bilingual advantage for utilizing this cue in the service of word retention.

中文翻译：

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单语和双语儿童的单词学习：说话者注视的影响

目前的研究检查了说话者的目光对 4-5 岁单语（N = 23）和双语儿童（N = 24）的新词学习的影响。当说话者在标记物体时两次注视物体时，孩子们会学习新词（持续的) 并且当说话者第一次看物体时 (不一致的）。在教学过程中，在没有眼睛注视信息的试验中，双语儿童比单语儿童更早区分目标对象（与标签匹配）和非目标对象（与标签不匹配）。然而，在测试过程中，在两种情况下，单语儿童比双语儿童对新词的记忆力更强。研究结果表明，在单词学习过程中，双语会影响儿童对眼睛注视的注意力，但最终，利用这种线索来保持单词记忆并没有双语优势。