Research
Research interests
Words are typically not uttered in isolation but rather embedded in a stream of speech. This influences language acquisition and processing in at least two major ways. The first of these is the fact that the young language learner must be able to extract recurring sequences of sounds (i.e., words) from a fluent speech stream often without prior knowledge of what these words are and, thereafter, assign meaning to these sequences. Our research examines the factors that aid this process, focussing both on extrinsic factors - such as the role of the input to the child - as well as intrinsic factors - such as the child's own interest in learning - in driving language learning. This includes analysis of the acoustic characteristics of the input, e.g., the extent to which the input is appropriately child-directed, the influence of the infants’ own interest in language on learning, the influence of co-occurring manual gestures on learning and the level of individual variation in the quality and quantity of the input to infants. In sum, this work focuses on identifying the linguistic and social characteristics of our interactions with children that maximally benefit language learning.
The fact that words are typically uttered in fluent speech also impacts language processing in another way, namely, that these surrounding words provide a context in which incoming words are processed. Our work examines the role of this surrounding context on language processing in language learners (toddlers, children acquiring literacy, bilingual children and adult second language learners) and the extent to which this surrounding context speeds day-to-day language processing. In particular, we examine, for instance, whether language learners retrieve the phonological and semantic properties of words online during word recognition, whether this online retrieval facilitates word recognition and whether learners can use this retrieved information to predict upcoming language and the extent to which the characteristics of the young learners’ lexicon influences such retrieval across development.
Research methods
Eye-Tracking
A central component of our research involves eye movement analyses conducted using modern eye-tracking systems. Depending on the study's objectives, we employ either stationary eye trackers mounted beneath a screen or wearable eye-tracking glasses, which allow participants to move freely within the space while their gaze direction is precisely recorded. In typical experiments, we present visual stimuli—such as images of objects—to children simultaneously with the corresponding words. The child's looking behaviour serves as an indicator of, for example, learning the association between word and image. Thus, children's gaze provides valuable insight into children's interests and learning.
EEG (Electroencephalography)
Using the method of event-related potentials, we measure children's brain electrical activity in real time. This technique captures the brain's natural neural responses triggered by specific stimuli—for example, the appearance of an image or a word. The method is non-invasive, safe, and ideal for investigating the temporal dynamics of cognitive processes such as perception, attention, and language processing in children.
DIPc – Dyadic Interaction Platform for Children
The Dyadic Interaction Platform for Children (DIPc) is an innovative system consisting of a transparent, interactive touchscreen. It enables children to participate in studies together with their parents or other children in a natural and interactive manner. Thanks to the visibility of conversation partners and direct interaction with the screen, we can closely observe and analyze social and cognitive processes within the context of joint learning and communication.
Tablet Studies
To make our research playful and interactive, we use tablets to present game-like tasks. I these studies, children can often decide themselves what they want to see and learn about. By recording taps, reaction times, and decision patterns, we gain valuable insights into children's attention distribution, decision-making processes, and cognitive strategies.
Playroom with Cameras (Exploration Room)
Our new playroom is a child-friendly, interactive research environment where children can play with familiar and unfamiliar toys. We investigate how children discover learning opportunities in new environments. Interactions between children and toys, as well as between children and their parents, are documented by multiple cameras installed on the walls. These recordings allow for a detailed analysis of behavioral patterns, social interactions, and exploratory strategies.