This study was designed to examine the effects of coviewing on low-income children’s attention to and understanding of novel words in educational media. In addition, we sought to understand coviewing’s contribution to children’s receptive and expressive word learning when some target words were repeated more or less frequently. Using a within-subjects design, 83 preschoolers viewed 2 educational media stories, 1 with an adult coviewer, and the other without, in a counterbalanced approach. Eye-tracking technology recorded children’s attention throughout viewing; pre- and posttests examined children’s gains in receptive and expressive word identification. Results indicated that children’s attention to target words was greater in the coviewing condition but appeared to contribute to expressive word learning only of lower repetition words. Attention mediated the relationship between coviewing and low-repetition word learning for expressive, but not receptive, vocabulary. Regardless of condition, children learned more words when they were repeated more frequently. This study provides further evidence that low-income children can pick up at least partial word knowledge on their own, particularly when words are repeated frequently. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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通过教育媒体的互动观看来提高注意力和部分单词学习：一项针对低收入学龄前儿童的眼动追踪研究。

本研究旨在检验共同观看对低收入儿童对教育媒体中新词的注意和理解的影响。此外，我们试图了解当某些目标词或多或少重复出现时，共同观看对儿童接受性和表达性单词学习的贡献。使用科目内设计，83 名学龄前儿童以平衡的方式观看了 2 个教育媒体报道，1 个与成人共同观看，另一个没有。眼球追踪技术记录了孩子们在观看过程中的注意力；前测和后测检查了儿童在接受性和表达性词语识别方面的收获。结果表明，在共同观看条件下，儿童对目标词的关注度更高，但似乎仅有助于较低重复词的表达词学习。注意调节了共同观看和低重复单词学习之间的关系，以获得表达性而非接受性词汇。无论情况如何，当孩子们更频繁地重复时，他们会学到更多的单词。这项研究提供了进一步的证据，表明低收入儿童可以自己掌握至少部分单词知识，尤其是在单词经常重复的情况下。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）