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CU-Boulder research adds to evidence that kids’ hesitation to speak up does not indicate a lack of language ability

Shy people, rejoice! A recent study by researchers from the ���񱦵� and the University of Connecticut adds to the growing body of evidence that shy or introverted people may be every bit as capable of success as their out-spoken counterparts.

The study determined that shyness in toddlerhood is more likely due to a reluctance to respond to questions or engage in speaking than due to a lack of verbal capability, meaning that shy children usually just need help with speaking up, not with language-learning skills.

To understand how shyness might be related to language skills, researchers, led by CU-Boulder clinical-psychology doctoral student Ashley Smith Watts, consulted the wealth of data in the Colorado Longitudinal Twin Study.

The LTS is an ongoing study that collects data regarding the behavioral inhibition (a broader temperament trait associated with shyness) and learning skills of hundreds same-sex twin pairs from Colorado families. The children are predominantly white with college-educated parents, but this is consistent with the makeup of Boulder County.

When the team of Colorado and Connecticut researchers accessed the LTS, the data included information on 816 individuals from 408 pairs of twins. The twins were examined at 14, 20 and 24 months of age. Examinations took place both at home and in the lab, and data were gathered by LTS researchers and independently reported by parents.

Behavioral inhibition was gauged by how the children responded to unfamiliar people or situations. Receptive language skills were quantified according to how well a child could understand words and phrases with increasing difficulty. Conversely, children’s ability to repeat increasingly difficult words and phrases was measured as an indicator of their expressive language skills.

Debunking four major theories

The CU-Boulder-led research team took these data from the twin study and applied latent growth modeling to debunk the four popular explanations for shyness as they relate to language development in toddlerhood.

The “lack of practice makes lack of perfect” model argues that because shy children are less likely to engage in social interactions, their language development is stunted.

“I know it but won’t say it” suggests that shyness is not due to a lack of verbal knowledge, but rather due to an unwillingness to respond.

“Lower language skills lead to shyness” is based on the idea that shy children are more likely to experience negative social interactions, which only furthers their shyness.

The fourth model, “bold is better,” proposes that shy children have no disadvantage at all. Shy kids are “normal” in terms of their language development and ability to socialize, but being very outgoing tends to yield a significant advantage.

Statistical modeling revealed more consistent relationships between behavioral inhibition and expressive language, lending most support to the “I know it but won’t say it” hypothesis.

This means that shy kids most likely have difficulties with self-expression, not problems with language or language-acquisition ability.

Of course, these observations are all correlational. And, as Bobby Henderson satirically pointed out by demonstrating a “” between global warming and the number of pirates, correlation does not imply causation.

Researchers were careful to acknowledge this limitation in their study, but nonetheless they see their work as laying important groundwork for future studies to draw direct connections.

A step forward

“Although we were unable to test causality, this study moved us one step closer in terms of increasing our understanding regarding the association between shyness, or behavioral inhibition, and language development,” says Smith Watts.

For now, introverts and shy people should be encouraged, as scientific research continues to prove that they are every bit as capable as extroverted or bolder people.

“It would be great if this [study] contributed to increased acceptance and greater understanding of individual differences,” Smith Watts said.

“For example, if a child in a classroom is not speaking up, it does not necessarily mean they do not have an answer. Similarly, it is likely unreasonable to expect individuals to simply change their response styles. Just as targeting confidence may be helpful for addressing reticence to speak, it may be helpful to explore other avenues to ensure that behaviorally inhibited children are also able to express themselves in their own way.”

A clearer understanding of individual difference is important, especially in places like the American classroom, which tends to unfairly favor outspoken individuals. And as Smith Watts suggests, this difference should not be a jumping-off point for forcing people to conform to certain behaviors. Instead, difference should be understood and accepted so that more people can have an equal opportunity to succeed.

The research was funded by the MacArthur Foundation, the National Institute of Child and Human Development and the National Institutes of Health.

Robert Stein is a CU-Boulder senior majoring in English and an intern for Colorado Arts & Sciences Magazine.