Research by two Sussex University psychologists suggests that “less is more” for toddlers when it comes to learning new words.
They are much more successful when the learning environment stays the same, according to the newly published research.
A study by Jessica Horst and Emma Axelsson into the way children learn individual words was published online yesterday (Wednesday 3 September) in the journal Acta Psychologica.
It involved 48 three-year-old children who were introduced to names for unusual toys, such as a clacker (noisemaker).
They played a game on a touchscreen computer in which the children were asked to touch different toys to help an alien “tidy up his room”.
They heard the name of a new toy and then had to choose it from two other objects displayed on the screen.
Children saw familiar things such as toy cars and plush animals alongside the unusual toys.
All children heard the new words the same number of times but sometimes the familiar objects were always different and sometimes they were always the same.
For example, some children always saw the clacker with the elephant and boat and some children always saw that toy with different things.
The children who had less distraction – those who always saw things with the same other objects – learnt the words.
The children who encountered more distraction did not learn the words.
Dr Horst said: “Across developmental psychology we are seeing two big shifts in the research on how children learn.
“Several studies—including ours—are finding that less is more when it comes to learning.
“Children learn more information and learn it better when their learning environments are less distracting.
“They do not need many bells and whistles. They are naturally active learners.
“For example, recent research has found that children learn better at home when the TV is turned off and are more attentive at school when classrooms are plainly decorated.
