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Children are opportunistic word learners, making passive use of nearly any available cue to link labels and referents. However, children may also actively drive their word learning by inquiring about unknown labels. Until recently, research has largely overlooked active word learning mechanisms. In the current study, two experiments investigated the emergence of preschoolers' ability to tailor their questions about words and definitions to maximize information gains. Experiment 1 tested whether 3- and 5-year-olds' frequency of questionasking differed for known and unknown verbs in a referential communication task. Results revealed that 3- and 5-year-olds (N = 36) asked more questions about unknown verbs (M = 3.86) than about known verbs (M = 0.22, p .001), but this tendency was greater for 5-year-olds (M = 6.11) than for 3-year-olds (M = 1.35, p .001), suggesting a developmental difference in information-seeking proficiency. Experiment 2 tested whether 3- and 5-year-olds' frequency of question asking about unknown verbs differed when words were embedded in definitions of high- and low-informative quality. Results demonstrated that 3- and 5-year-olds (N = 42) asked questions about unknown verbs more when provided with uninformative definitions (M = 0.86) compared with informative definitions (M = 0.05, p = .028), suggesting a sensitivity to definition quality that drives preschoolers' information search for word meanings. These findings offer insight into children's information seeking during exposure to new words. Results advance the characterization of children's active verbal information seeking in shaping their word learning. |
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