Neighborhood linguistic diversity predicts infants’ social learning

Lauren H. Howard, Cristina Carrazza, Amanda L. Woodward

Infants' direct interactions with caregivers have been shown to powerfully influence social and cognitive development. In contrast, little is known about the cognitive influence of social contexts beyond the infant's immediate interactions with others, for example, the communities in which infants live. The current study addressed this issue by asking whether neighborhood linguistic diversity predicts infants' propensity to learn from diverse social partners. Data were taken from a series of experiments in which 19-month-old infants from monolingual, English-speaking homes were tested in paradigms that assessed their tendency to imitate the actions of an adult who spoke either English or Spanish. Infants who lived in more linguistically diverse neighborhoods imitated more of the Spanish speaker's actions. This relation was observed in two separate datasets and found to be independent from variation in infants' general imitative abilities, age, median family income and population density. These results provide novel evidence suggesting that infants' social learning is predicted by the diversity of the communities in which they live.