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1.
Children often find it difficult to map verbs to specific referents within complex scenes, often believing that additional features are part of the referents. This study investigated whether 3‐year‐olds could use iconic gestures to map novel verbs to specific referents. One hundred and twenty children were taught verbs that could be interpreted as change‐of‐state or manner verbs while presented with manner, end‐state, or no iconic gestures. Children were then presented with a choice that forced them to generalize either on the basis of manner or end state. Results showed that children who saw manner gestures showed a stronger manner bias compared to the other groups. Thus, the specific feature of an event encoded in gestures guides children's interpretations of novel words. 相似文献
2.
An experiment with 72 three-year-olds investigated whether encoding events while seeing iconic gestures boosts children's memory representation of these events. The events, shown in videos of actors moving in an unusual manner, were presented with either iconic gestures depicting how the actors performed these actions, interactive gestures, or no gesture. In a recognition memory task, children in the iconic gesture condition remembered actors and actions better than children in the control conditions. Iconic gestures were categorized based on how much of the actors was represented by the hands (feet, legs, or body). Only iconic hand-as-body gestures boosted actor memory. Thus, seeing iconic gestures while encoding events facilitates children's memory of those aspects of events that are schematically highlighted by gesture. 相似文献
3.
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
4.
Words to Sleep On: Naps Facilitate Verb Generalization in Habitually and Nonhabitually Napping Preschoolers 
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下载免费PDF全文 A nap soon after encoding leads to better learning in infancy. However, whether napping plays the same role in preschoolers' learning is unclear. In Experiment 1 (N = 39), 3‐year‐old habitual and nonhabitual nappers learned novel verbs before a nap or a period of wakefulness and received a generalization test examining word extension to novel actors after 24 hr. Only habitual and nonhabitual nappers who napped after learning generalized 24 hr later. In Experiment 2 (N = 40), children learned the same verbs but were tested within 2–3 min of training. Here, habitual and nonhabitual nappers retained the mappings but did not generalize. The results suggest that naps consolidate weak learning that habitual and nonhabitual nappers would otherwise forget over periods of wakefulness. 相似文献
5.
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
6.
Early in development, many word‐learning phenomena generalize to symbolic gestures. The current study explored whether children avoid lexical overlap in the gestural modality, as they do in the verbal modality, within the context of ambiguous reference. Eighteen‐month‐olds’ interpretations of words and symbolic gestures in a symbol‐disambiguation task (Experiment 1) and a symbol‐learning task (Experiment 2) were investigated. In Experiment 1 (N = 32), children avoided verbal lexical overlap, mapping novel words to unnamed objects; children failed to display this pattern with symbolic gestures. In Experiment 2 (N = 32), 18‐month‐olds mapped both novel words and novel symbolic gestures onto their referents. Implications of these findings for the specialized nature of word learning and the development of lexical overlap avoidance are discussed. 相似文献
7.
Elena Longhi Irene Senna Nadia Bolognini Hermann Bulf Paolo Tagliabue Viola Macchi Cassia Chiara Turati 《Child development》2015,86(2):632-641
The development of human body perception has long been investigated, but little is known about its early origins. This study focused on how a body part highly relevant to the human species, namely the hand, is perceived a few days after birth. Using a preferential‐looking paradigm, 24‐ to 48‐hr‐old newborns watched biomechanically possible and impossible dynamic hand gestures (Experiment 1, N = 15) and static hand postures (Experiment 2, N = 15). In Experiment 1, newborns looked longer at the impossible, compared to the possible, hand movement, whereas in Experiment 2 no visual preference emerged. These findings suggest that early in life the representation of the human body may be shaped by sensory‐motor experience. 相似文献
8.
Emotional expressions are abundant in children’s lives. What role do they play in children’s causal inference and exploration? This study investigates whether preschool-aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (age: 3.0–4.9; N = 112, the United States) learned about one salient causal function of a novel toy and then saw an adult play with it. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy’s salient function (Experiment 2). These results suggest that children consider others’ knowledge and selectively interpret others’ surprise as vicarious prediction error to guide their own exploration. 相似文献
9.
The ability to evaluate “sins of omission”—true but pragmatically misleading, underinformative pedagogy—is critical for learning. This study reveals a developmental change in children's evaluation of underinformative teachers and investigates the nature of their limitations. Participants rated a fully informative teacher and an underinformative teacher in two different orders. Six‐ and 7‐year‐olds (N = 28) successfully distinguished the teachers regardless of the order (Experiment 1), whereas 4‐ and 5‐year‐olds (N = 82) succeeded only when the fully informative teacher came first (Experiments 2 and 3). After seeing both teachers, 4‐year‐olds (N = 32) successfully preferred the fully informative teacher (Experiment 4). These results are discussed in light of developmental work in pragmatic implicature, suggesting that young children might struggle with spontaneously generating relevant alternatives for evaluating underinformative pedagogy. 相似文献
10.
The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother 下载免费PDF全文
下载免费PDF全文 Amanda J. Lucas Emily R. R. Burdett Vanessa Burgess Lara A. Wood Nicola McGuigan Paul L. Harris Andrew Whiten 《Child development》2017,88(6):2026-2042
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box. 相似文献
11.
Out of Reach,Out of Mind? Infants’ Comprehension of References to Hidden Inaccessible Objects 下载免费PDF全文
下载免费PDF全文 This study investigated the nature of infants’ difficulty understanding references to hidden inaccessible objects. Twelve‐month‐old infants (N = 32) responded to the mention of objects by looking at, pointing at, or approaching them when the referents were visible or accessible, but not when they were hidden and inaccessible (Experiment I). Twelve‐month‐olds (N = 16) responded robustly when a container with the hidden referent was moved from a previously inaccessible position to an accessible position before the request, but failed to respond when the reverse occurred (Experiment II). This suggests that infants might be able to track the hidden object's dislocations and update its accessibility as it changes. Knowing the hidden object is currently inaccessible inhibits their responding. Older, 16‐month‐old (N = 17) infants’ performance was not affected by object accessibility. 相似文献
12.
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
13.
Two experiments were designed to investigate the developmental trajectory of children's probability approximation abilities. In Experiment 1, results revealed 6- and 7-year-old children's (N = 48) probability judgments improve with age and become more accurate as the distance between two ratios increases. Experiment 2 replicated these findings with 7- to 12-year-old children (N = 130) while also accounting for the effect of the size and the perceived numerosity of target objects. Older children's performance suggested the correct use of proportions for estimating probability; but in some cases, children relied on heuristic shortcuts. These results suggest that children's nonsymbolic probability judgments show a clear distance effect and that the acuity of probability estimations increases with age. 相似文献
14.
It is widely believed that exploration is a mechanism for young children's learning. The present investigation examines preschoolers’ beliefs about how learning occurs. We asked 3‐ to 5‐year‐olds to articulate how characters in a set of stories learned about a new toy. Younger preschoolers were more likely to overemphasize the role of characters’ actions in learning than older children were (Experiment 1, N = 53). Overall performance improved when the stories explicitly stated that characters were originally ignorant and clarified the characters’ actions, but general developmental trends remained (Experiment 2, N = 48). These data suggest that explicit metacognitive understanding of the relation between actions and learning is developing during the preschool years, which might have implications for how children learn from exploration. 相似文献
15.
We examined children’s spontaneous information seeking in response to referential ambiguity. Children ages 2–5 (n = 160) identified the referents of familiar and novel labels. We manipulated ambiguity by changing the number of objects present and their familiarity (Experiments 1 and 2), and the availability of referential gaze (Experiment 2). In both experiments, children looked to the face of the experimenter more often while responding, specifically when the referent was ambiguous. In Experiment 2, 3- to 4-year olds also demonstrated sensitivity to graded referential evidence. These results suggest that social information seeking is an active learning behavior that could contribute to language acquisition in early childhood. 相似文献
16.
Children gradually develop interpretive theory of mind (iToM)—the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children’s recognition that map symbols’ meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6–9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children’s success in communicating symbols’ meaning to a naïve map‐user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children’s growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief. 相似文献
17.
Strategic collaboration according to the law of comparative advantage involves dividing tasks based on the relative capabilities of group members. Three experiments (N = 405, primarily White and Asian, 45% female, collected 2016–2019 in Canada) examined how this strategy develops in children when dividing cognitive labor. Children divided questions about numbers between two partners. By 7 years, children allocated difficult questions to the skilled partner (Experiment 1, d = 1.42; Experiment 2, d = 0.87). However, younger children demonstrated a self-serving bias, choosing the easiest questions for themselves. Only when engaging in a third-party collaborative task did 5-year-olds assign harder questions to the more skilled individual (Experiment 3, d = 0.55). These findings demonstrate early understanding of strategic collaboration subject to a self-serving bias. 相似文献
18.
Lars O. White Boris Bornemann Michael J. Crowley Fabio Sticca Pascal Vrtička Stephanie Stadelmann Yvonne Otto Annette M. Klein Kai von Klitzing 《Child development》2021,92(4):1274-1290
Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (Mage = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (Mage = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships. 相似文献
19.
Children often “overimitate,” comprehensively copying others' actions despite manifest perceptual cues to their causal ineffectuality. The inflexibility of this behavior renders its adaptive significance difficult to apprehend. This study explored the boundaries of overimitation in 3‐ to 6‐year‐old children of three distinct cultures: Westernized, urban Australians (N = 64 in Experiment 1; N = 19 in Experiment 2) and remote communities of South African Bushmen (N = 64) and Australian Aborigines (N = 19). Children overimitated at high frequency in all communities and generalized what they had learned about techniques and object affordances from one object to another. Overimitation thus provides a powerful means of acquiring and flexibly deploying cultural knowledge. The potency of such social learning was also documented compared to opportunities for exploration and practice. 相似文献
20.
In learning about the world children must not only make inferences based on minimal evidence, but must deal with conflicting evidence and question those initial inferences when they appear to be wrong. Four experiments (N = 144) found that young children were significantly more likely to revise their initial inferences when conflicting evidence was explicitly demonstrated for them. Four- and five-year-old children saw deterministic evidence about which objects had causal powers, and then saw counterevidence conflicting with that initial pattern. Critically, the conflicting evidence was either demonstrated communicatively and pedagogically, or produced in an intentional but nonpedagogical manner. Only when evidence was explicitly demonstrated for them did children revise their initial hypothesis and use a subtle clue to infer the correct rule. 相似文献