Repetition or Attention?

With so many sources competing for our children’s attention (and our own) these days, how do we best support learning?

Is repetition or attention more important when it comes to learning new words?

Recently, I’ve been putting more effort into trying to learn Spanish. My husband is from Spain, and I would love to communicate more fluently with my in-laws. 

Living with a native Spanish-speaker, I’m frequently exposed to Spanish. However, the words and phrases that really stick with me are the ones I have learned through experiences: “necesitamos comer mejor” as we work together on a new healthy recipe. Or “helado”- what I’m always craving!

Repetition or Attention?

We know children benefit from and love repetition - think about your child’s favorite songs or books - they probably love to sing and hear these over and over again!

Repeating songs and books is a great way to expand language! Repetition gives children opportunities to improve their understanding, learn new vocabulary, and learn the sequence of actions. However, it may be your child’s attention during these beloved moments that plays a bigger role.

In graduate school, speech-language pathologists (SLPs) learn about the importance of joint attention and the concept of quality over quantity of language input. I’ve had parents confide in me with frustration about the frequency with which they have modeled the same words without their child imitating.

Attention before Repetition

Joint attention plays a key role here.

Joint attention refers to an interaction where two people look at the same thing at the same time - but also check in with each other. Imagine you are showing your child a ball. You hold out the ball and label it (“Wow! A ball”). Joint attention occurs when your child looks at you, looks at the ball, and then looks back at you.* They might reach out to take the ball. You might begin to pass it back and forth.

Now, imagine the same scenario, but instead your child is looking at your pet cat or looking out the window. If your child is focusing on something else in view (some other object), they may not be noticing or processing the words you say. When you say “ball,” your child may not make the immediate connection between the toy you are holding and the label.   

Parents, here are some ideas for encouraging joint attention:

• Be on the same level as your child - crouch down, play on the floor together, sit at a table together

• Join in your child’s interests - rather than trying to gain your child’s attention, join them in an activity that already has their attention

• Point out something interesting on a walk, or something that disrupts a routine - “I gave you a fork for your yogurt!”

• Hold objects close to your face to draw attention to your mouth as you model a word
  

* I never require eye contact from a child. Facing me, directing their gaze to my face or body, or reaching for / holding the same object I’m holding typically indicates I have their attention. As does shared laughter!

Why is this important?

A recent study by Schroer, S. E, & Yu, C. (2022) found that attention was a better predictor of learning new words than how often parents labeled objects. More specifically, improved learning was observed with “coordinated, multimodal attention,” meaning when both hands and eyes were used in the process. For example, during play, rather than watching a vocabulary lesson on TV.

So, is repetition still important?

YES!

Modeling and repeating new words is important, especially for children with learning challenges, working memory, or word finding difficulty.

However, it may be more important to think about HOW you model language. Gain your child’s attention and interest first. Then, try modeling a word 2-5 times in a meaningful, interactive context to foster word learning and language development.

Parents, here are some ideas for capitalizing on modeling:

• Try narrating one activity that you do together - like getting dressed, cooking, or washing hands!

• Model a few key words during a favorite routine - like snack time or bath time! 

• Model a few key words or phrases during play - “up,” “on top,” “fall down,” “push,” and “uh_oh” are great words to pair with blocks (for example)!
  

Most of all, ensure your child has your attention - and you have theirs.

If you’re interested in learning more about incorporating language into routines and play, reach out to us today!

Resources:

If you’re looking for more information on attention, Tera Sumpter (https://terasumpter.com/)  does a wonderful job of explaining how attention and processing factor into learning!

References:

Schroer, S. E, & Yu, C. (2022). Looking is not enough: Multimodal attention supports the real‐time learning of new words. Developmental Science, Article e13290. Advance online publication. https://doi.org/10.1111/desc.13290