Comparison of Responses across Stimulus Types in a Verb Production Task among Typically Developing 3- and 4- Year-old Children

Objectives: This study aimed to compare the effects of static versus dynamic stimuli on a verb production task in typically developing children aged 3 to 4 years. Specifically, the study examined differences in accuracy, response time, and error patterns across stimulus types and age groups. Methods: Thirty-two typically developing children (16 aged 3 years, 16 aged 4 years) participated in a verb production task consisting of 30 target verbs. Each child was presented with both photo-based static stimuli and video-based dynamic stimuli. Measures included naming accuracy, response latency, and error type categorization. Group differences by age and stimulus type, as well as potential interaction effects, were analyzed. Results: Children showed significantly higher accuracy in dynamic conditions than in static conditions. Four-year-olds outperformed three-year-olds overall, although no interaction effect was found between stimulus type and age. Response times were longer in the dynamic condition than in the static condition, regardless of age. Error analysis indicated reductions in “directional antonym” and “substitution” errors when the stimulus type shifted from static to dynamic. Conclusion: This study demonstrates that dynamic stimuli enhance accuracy and alter error patterns in verb production tasks, thereby providing more meaningful information than static stimuli. These findings offer empirical evidence for the development of language assessment and intervention tools based on dynamic stimuli that reflect the characteristics of verbs.