Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning.

Additionally, the ATS revealed a highly significant main effect of time, F (3.00, ∞) = 7.77, p < 0.001.

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In terms of receptive linguistic abilities, we detected a nonsignificant trend ( B = 0.01, t = 1.84, p = 0.08) toward a positive association between children’s receptive language and word learning gain ( r = 0.33, p = 0.09), whereas language abilities independently accounted for 10.96% of the variance.

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Although the difference was marginally significant in the first test session, it disappeared in the second session.

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As hypothesized, a strong trend could be observed during the first test, and shy children ( Mdn = 0.51, IQR = 0.36, range = 0–1.52) tended to be less successful in retrieving the taught words than their nonshy peers ( Mdn = 0.64, IQR = 0.27, range = 0–2.54), W = 122, p = 0.06, r = −0.35.

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