Others' emotional expressions affect individuals' attention allocation in social interactions, which are integral to the process of word learning. However, the impact of perceived emotions on word learning is not well understood. Two eye-tracking experiments investigated 78 British toddlers' (37 girls) of 29- to 31-month-old retention of novel label-object and emotion-object associations after hearing labels presented in neutral, positive, and negative affect in a referent selection task. Overall, toddlers learned novel label-object associations regardless of the affect associated with objects but showed an attentional bias toward negative objects especially when emotional cues were presented (d = 0.95), suggesting that identifying the referent to a label is a competitive process between retrieval of the learned label-object association and the emotional valence of distractors.

中文翻译：

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感知情绪对幼儿单词学习的影响

他人的情绪表达会影响个人在社交互动中的注意力分配，这是单词学习过程中不可或缺的一部分。然而，感知情绪对单词学习的影响尚不清楚。两项眼动追踪实验调查了 78 名 29 至 31 个月大的英国幼儿（37 名女孩）在听到在参考选择中以中性、积极和消极影响呈现的标签后对新标签-对象和情感-对象关联的保留任务。总体而言，无论与物体相关的影响如何，蹒跚学步的幼儿都学会了新的标签-物体关联，但表现出对负面物体的注意力偏向，尤其是在出现情感暗示时（d = 0.95），这表明识别标签的指称是学习标签 - 对象关联的检索与干扰物的情感效价之间的竞争过程。