Different attentional and memory processes when learning from a peer or an adult in children

Overview This dataset stems from a developmental cognitive psychology study examining how children’s attentional and memory processes vary depending on whether they learn from a peer or an adult. Specifically, it investigates how social context modulates gaze behavior and recall in middle childhood (ages 6–12). The study combines eye-tracking data with behavioral memory measures to assess: Visual attention allocation during learning (object or social agent) Object-label memory recall Social preference for information sources Participants N = 62 children (Mage = 9.02, SD = 1.15; age range: 6.92 to 11.8 years) Gender: 29 girls, 33 boys Recruited from four private schools Exclusion criteria: eye-tracking technical issues, excessive movement, or age out of range Design & Procedure Within-subject design: Each child completed two blocks of a learning task In each block, eight novel objects (shapes and colors) were introduced and labeled by either a peer (child speaker) or an adult Speaker identity, object-label pairs, and left/right video positioning were counterbalanced Phases: Learning Phase: Eye-tracking recorded while participants watched video clips (object + speaker) Recognition Phase: Children heard object names and pointed to the corresponding object on-screen Preference Task: Post-task, children selected their favorite object (to assess social preference) Data Shared Eye-Tracking Data: Raw and processed gaze data captured using Pupil Labs eye-tracking glasses at 120 Hz Fixation durations (ms), labeled as RT, in different social contexts (A for Adult, or C for child peer): Social agent (labeled as P for person) Objects (labeled as O) Gaze data coded using Pupil Player and Blickshift software into Areas of Interest (AOIs): left screen, right screen, or neither Minimum fixation duration threshold: 80 ms; maximum: 220 ms Demographic Metadata: Age, gender