Little Scientists & Social Apprentices: Active Word Learning in Dynamic Social Contexts Using a Transparent Dyadic Interaction Platform

ABSTRACT Research characterises the child as an active learner who attends more to and selectively retains information they actively elicit better than information they passively receive. At the same time, children learn best from knowledgeable others who tailor information to children's learning progress. Bringing these disparate findings together requires examining children's active learning in social interactions. The current study examines whether the active learning advantage persists in social interactions with others and is influenced by the pedagogical status of their social partner (mother, father or friend). We tested 4‐ to 5‐year‐old children with their social partners ( N friend = 47, N mother = 44, N father = 53) during a word learning task using a novel setup where two participants can interact with visual objects on a transparent touchscreen while observing each other. Participants could either actively choose objects to hear their labels or passively observe their partner's choices. Early in the task, there was an overall active benefit, although this pattern appeared to be predominantly driven by interactions between peers. Later in the task, learning appeared to be dynamic and more influenced by the social partner with whom the child was interacting, especially when considering interactions with their peers and their fathers. Together, these findings underscore the temporal and social dynamics of an active learning benefit in children's social interactions.