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1.
Human children and domesticated dogs learn from communicative cues, such as pointing, in highly similar ways. In two experiments, we investigate whether dogs are biased to defer to these cues in the same way as human children. We tested dogs on a cueing task similar to one previously conducted in human children. Dogs received conflicting information about the location of a treat from a Guesser and a Knower, who either used communicative cues (i.e., pointing; Experiments 1 and 2), non-communicative physical cues (i.e., a wooden marker; Experiment 1), or goal-directed actions (i.e., grasping; Experiment 2). Although human children tested previously struggled to override inaccurate information provided by the Guesser when she used communicative cues, in contrast to physical cues or goal-directed actions, dogs were more likely to override the Guesser’s information when she used communicative cues or goal-directed actions than when she used non-communicative physical cues. Given that dogs did not show the same selective bias towards the Guesser’s information in communicative contexts, these findings provide clear evidence that dogs do not demonstrate a human-like bias to defer to communicative cues. Instead, dogs may be more likely to critically evaluate information presented via communicative cues than either physical or non-communicative cues. 相似文献
2.
Children's understanding of emotion in speech 总被引：4，自引：0，他引：4
Children's understanding of emotion in speech was explored in three experiments. In Experiment 1, 4- to 10-year-old children and adults (N = 165) judged the happiness or sadness of the speaker from cues conveyed by propositional content and affective paralanguage. When the cues conflicted (i.e., a happy situation was described with sad paralanguage), children relied primarily on content, in contrast to adults, who relied on paralanguage. There were gradual developmental changes from 4-year-olds' almost exclusive focus on content to adults' exclusive focus on paralanguage. Children of all ages exhibited greater response latencies to utterances with conflicting cues than to those with nonconflicting cues, indicating that they processed both sources of emotional information. Children accurately labeled the affective paralanguage when the propositional cues to emotion were obscured by a foreign language (Experiment 2, N = 20) or by low-pass filtering (Experiment 3, N = 60). The findings are consistent with children's limited understanding of the communicative functions of affective paralanguage. 相似文献
3.
A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a particular spatial location rather than to an object. Results show that 10-month-olds can learn new labels and do so by relying on the perceptual salience of an object instead of social cues provided by a speaker. This is in direct contrast to the way in which older children (12-, 18-, and 24-month-olds) learn and extend new object names. 相似文献
4.
The goal of this research was to address 2 questions regarding children's use of syntactic information in acquiring verbs: First, what are children's biases for actions in the absence of syntactic information; and second, how specific is the meaning derived for verbs when syntactic information is present? In 3 experiments we presented nonsense verbs either in syntactic isolation (e.g., "Look! Sebbing!") or embedded within a transitive syntactic frame (e.g., "The frog is sebbing the duck"). These actions were then separated, and the children (mean age = 2 years, 3 months) were asked to select the action which was the referent of the verb. In Experiment 1, Causative actions (in which 1 character forces another to move in some way) were paired with Synchronous actions (in which both characters move simultaneously). In Experiment 2, the same Synchronous actions were now paired with Contact actions (in which 1 character merely touches the other). In Experiment 3, the Contact actions were paired with Causative ones. 2 results emerged: (1) Children have identifiable action biases in the absence of syntactic information and (2) these biases can be shifted by the addition of a transitive syntactic frame. We conclude that the meaning derived from the transitive frame is not specifically Causative or Contact but, more generally, a sense that 1 character is affecting another. 相似文献
5.
Existing data indicate that newborns are able to recognize individual faces, but little is known about what perceptual cues drive this ability. The current study showed that either the inner or outer features of the face can act as sufficient cues for newborns' face recognition (Experiment 1), but the outer part of the face enjoys an advantage over the inner part (Experiment 2). Inversion of the face stimuli disrupted recognition when only the inner portion of the face was shown, but not when the whole face was fully visible or only the outer features were presented (Experiment 3). The results enhance our picture of what information newborns actually process and encode when they discriminate, learn, and recognize faces. 相似文献
6.
Isabelle Dautriche Alejandrina Cristia Perrine Brusini Sylvia Yuan Cynthia Fisher Anne Christophe 《Child development》2014,85(3):1168-1180
Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28‐month‐olds' interpretation of right‐dislocated sentences (nouni‐verb, nouni) where the presence of clear, language‐specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right‐dislocated sentences containing well‐known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface‐to‐meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions. 相似文献
7.
Josephine C. Jenkinson 《International Journal of Disability, Development & Education》1992,39(1):61-76
TWO EXPERIMENTS were designed to investigate possible deficiencies in strategies used for decoding words by children with an intellectual disability. The experiments focused specifically on the use of letter position cues as aids to word identification. In Experiment 1,20 children with an intellectual disability (ID) aged 10 to 12 years were matched with two groups of nondisabled children, one for mental age (MA) and one for chronological age (CA), on a visual search task, with response times to array types (word, pseudoword, or nonword) and target position in positive arrays as the dependent variable. The ID group showed response time advantages only when the target letter was in the initial position of an array; however both nondisabled groups responded faster when the target letter was in either the initial or final position, compared to the medial position, and this pattern occurred for words (MA group) and words and pseudowords (CA group) but not for nonwords. Experiment 2 extended the investigation to the oral reading of isolated words. In substitution errors made by children with an intellectual disability, the incorrect word tended to resemble the test word only in the initial letter. In errors made by MA‐matched children, however, both the initial and final letters tended to be the same as those in the test word, suggesting that these are salient cues to word recognition. The findings are interpreted with reference to previous work on early reading acquisition and to research which suggests a more generalised deficiency in the acquisition and use of strategies by ID subjects in cognitive tasks. 相似文献
8.
Three experiments examined 4‐ to 6‐year‐olds' use of potential cues to geographic background. In Experiment 1 (N = 72), 4‐ to 5‐year‐olds used a speaker's foreign accent to infer that they currently live far away, but 6‐year‐olds did not. In Experiment 2 (N = 72), children at all ages used accent to infer where a speaker was born. In both experiments, race played some role in children's geographic inferences. Finally, in Experiment 3 (N = 48), 6‐year‐olds used language to infer both where a speaker was born and where they currently live. These findings reveal critical differences across development in the ways that speaker characteristics are used as inferential cues to a speaker's geographic location and history. 相似文献
9.
Children's Understanding of Knowledge Acquisition: The Tendency for Children to Report That They Have Always Known What They Have Just Learned 总被引：1，自引：0，他引：1
Children's attention to knowledge-acquisition events was examined in 4 experiments in which children were taught novel facts and subsequently asked how long they had known the new information. In Experiment 1, 4- and 5-year-olds tended to claim they had known novel animal facts for a long time and also reported that other children would know the novel facts. This finding was replicated in Experiment 2, using facts associated with chemistry demonstrations. In Experiments 3 and 4, children were taught new color words. 5-year-olds, but not 4-year-olds, distinguished between novel and familiar color words, reporting they had not known the novel words before the test session, but they had always known the familiar words. 4-year-olds in Experiment 4 were better able to distinguish novel and familiar color words when the teaching of the novel words was an explicit and salient part of the procedure. 相似文献
10.
Deaf children exposed to Cued Speech (CS), either before age two (early) or later at school (late), were presented with pseudowords with and without CS. The main goal was to establish the way in which lipreading and CS combine to produce unitary percepts, similar to audiovisual integration in speech perception, when participants are presented with synchronized but different lipreading and auditory information (the McGurk paradigm). In the present experiment, lips and cues were sometimes congruent and sometimes incongruent. It was expected that incongruent cues would force the perceptual system to adopt solutions according to the weight attributed to different sources of phonological information. With congruent cues, performance improved, with improvements greater in the early than the late group. With incongruent cues, performance decreased relative to lipreading only, indicating that cues were not ignored, and it was observed that the effect of incongruent cues increased when the visibility of the target phoneme decreased. The results are compatible with the notion that the perceptual system integrates cues and lipreading according to principles similar to those evoked to explain audiovisual integration. 相似文献
11.
The translational-symmetry hypothesis of abstract-concept learning was tested in a same/different (S/D) task with pairs of pictures. The translational-symmetry hypothesis proposes that subjects discriminate same trials by the simultaneous repetition of features in the two pictures (and different trials by the lack of feature repetition). Pigeons that had learned a simultaneous S/D task were tested with delays between
the two pictures to remove emergent perceptual cues. In Experiment 1, we tested delays of 0 and 1 sec. The results did not
show the accuracy decrease expected according to the translational-symmetry hypothesis. In Experiment 2, we expanded the delays
to 2 and 6 sec. Even at the longest delay, there was no evidence of the precipitous performance decline or default strategy
that would be predicted by translational symmetry. The results provide evidence against translational symmetry (or other perceptually
emergent features) that might control these pigeons’ performance in our two-item S/D task. 相似文献
12.
Inferring False Beliefs from Actions and Reactions 总被引：1，自引：0，他引：1
Current evidence suggests that young children have little understanding of false belief. Standard false belief tasks, however, may underestimate children's ability for 2 reasons. First, the only cue to belief in these tasks is a protagonist's lack of perceptual access to some critical event, and this may not be a very salient cue for young children. Second, the standard tasks require children to make forward-looking predictions from the causes of a belief (e.g., from what a protagonist has or has not perceived) to either the protagonist's belief or the protagonist's action, and children may not be very skilled at making such predictions. In 2 experiments we investigated whether 3-year-olds would do better on tasks in which the belief cues were stronger, and in which they could reason backward to the belief from its effects (e.g., from a protagonist's actions and reactions). Even on these easy tasks, however, they did not perform well. These findings provide strong support for the view that children of this age do not fully understand the representational nature of belief. 相似文献
13.
Andrea Sabina Taverna Olga Alicia Peralta 《European Journal of Psychology of Education - EJPE》2013,28(3):599-617
From an integrative approach, this work focuses on the role of conceptual mechanisms, such as comparison and conceptual-based inference, and sociopragmatic support in young children's taxonomic categorization. “Experiment 1” assessed whether 3-, 4-, and 6-year-old children succeed in detecting taxonomic relations on their own. A clear developmental trend was found: 6-year-olds succeeded, whereas 4- and 3-year-olds relied primarily on perceptually based categories. “Experiment 2” assessed if 3-year-olds are able to change their perceptual response into a taxonomic categorization as a function of the co-occurrence of contingent category information and feedback in an interactive process with an adult (experimenter). A pretest–posttest training study compared 3-year-olds' performance in four conditions: comparison, conceptual-based, information-only, and feedback-only. A perceptual–totaxonomic shift was found only in the comparison and conceptual-based training groups. Children who only received either category information or corrective feedback did not make such a shift. The results show that social interaction with supportive adults is a mechanism that drives conceptual understanding in early childhood. 相似文献
14.
Both salient visual events and scene-based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention. 相似文献
15.
Previous research has demonstrated that preschoolers can use situation-specific (e.g., visual access) and person-specific (e.g., prior accuracy) cues to infer what others know. The present studies investigated whether 4- and 5-year-olds appreciate the differential informativeness of these types of cues. In Experiment 1 (N = 50), children used others' prior labeling accuracy as a cue when learning labels for, but not the visual identity of, hidden objects. In Experiment 2 (N = 64), with both cues present, children attended more to visual access than prior accuracy when learning the visual identity of, but not labels for, hidden objects. These findings demonstrate that children appreciate the difference between situation- and person-specific cues and flexibly evaluate these cues depending on what information they are seeking. 相似文献
16.
Two experiments with rat subjects examined whether a saccharin taste could potentiate the conditioning of an aversion to a salty taste when the two stimuli were presented together prior to lithium-induced illness. In Experiment 1, a 0.1% (w/v) saccharin solution potentiated conditioning of a very dilute (0.03%) NaCl solution, but had no demonstrable effect on two stronger NaCl solutions (0.6% and 1.2%). In Experiment 2, the 0.1% saccharin solution again potentiated the 0.03% NaCl target, but weaker and stronger saccharin concentrations (0.033% and 0.3%) did not. The ability of a taste to potentiate a secondtaste is not consistent with theories that assume that potentiation is unique to compounds composed of tastes and other, functionally different, nontaste cues. Potentiation may occur when the target stimulus is weakly conditionable on its own and when the particular combination of target and potentiator facilitates perceptual integration of the compound. 相似文献
17.
The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly perceptually salient but neglect less conspicuous information of crucial relevance to the building of a quality mental model. This study investigated the effectiveness of self-generated drawing for learning from an animation illustrating a scientific phenomenon, the so-called “Newton’s Cradle.” Participants were 199 students in grade seven, randomly assigned to three experimental conditions: self-generated drawing, traced/copied drawing, and no drawing. All participants were asked to produce an explanation of the animation for both immediate and delayed posttests. The results revealed the superiority of self-generated drawing in supporting animation comprehension at both testing times compared to the other two conditions, which did not differ from each other. In addition, comprehension of the animation was related to the quality of self-generated drawings. Specifically, the depiction of information characterized by low perceptual salience but high conceptual relevance to the phenomenon predicted comprehension and retention over time. 相似文献
18.
动词论题结构信息是动词所能建构的可能的句法结构的信息。研究通过操纵动词的论题结构偏向，探讨动词的论题结构信息对汉语句子理解加工的影响。 相似文献
19.
Wauters LN Tellings AE van Bon WH Mak WM 《Journal of deaf studies and deaf education》2008,13(2):175-192
This article examines the role of mode of acquisition (MoA) of word meanings in reading comprehension: children acquire word meanings using perceptual information (e.g., hearing, seeing, or smelling the referent) and/or linguistic information (e.g., verbal explanations). A total of 72 deaf and 99 hearing children between 7 and 15 years of age performed a self-paced reading task. Comprehension scores increased with age in both groups, but reading speed increased over age only for the hearing participants. For both groups, reading times on linguistically acquired words were longer than on perceptually acquired words. Although deaf children scored lower than hearing children in both conditions, comprehension scores for both groups were lower on linguistic items than on perceptual items. Thus, MoA influences reading comprehension, but the deaf show difficulty on both the perceptual and the linguistic items. 相似文献
20.
Dare A. Baldwin Ellen M. Markman Brigitte Bill Renee N. Desjardins Jane M. Irwin Glynnis Tidball 《Child development》1996,67(6):3135-3153
The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object. 相似文献