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1.
Sleep enhances generalization in adults, but this has not been examined in toddlers. This study examined the impact of napping versus wakefulness on the generalization of word learning in toddlers when the contextual background changes during learning. Thirty 2.5‐year‐old children (M = 32.94, SE = 0.46) learned labels for novel categories of objects, presented on different contextual backgrounds, and were tested on their ability to generalize the labels to new exemplars after a 4‐hr delay with or without a nap. The results demonstrated that only children who did not nap were able to generalize learning. These findings have critical implications for the functions of sleep versus wakefulness in generalization, implicating a role for forgetting during wakefulness in generalization. 相似文献
2.
This research asks whether analogical processing ability is present in human infants, using the simplest and most basic relation—the same–different relation. Experiment 1 (N = 26) tested whether 7‐ and 9‐month‐olds spontaneously detect and generalize these relations from a single example, as previous research has suggested. The attempted replication failed. Experiment 2 asked whether infants could abstract the relation via analogical processing (Experiment 2, N = 64). Indeed, with four exemplars, 7‐ and 9‐month‐olds could abstract the same–different relation and generalize it to novel pairs. Furthermore, prior experience with the objects disrupted learning. Facilitation from multiple exemplars and disruption by individual object salience are signatures of analogical learning. These results indicate that analogical ability is present by 7 months. 相似文献
3.
The present experiments tested bilingual infants' developmental narrowing for the interpretation of sounds that form words. These studies addressed how language specialization proceeds when the environment provides varied and divergent input. Experiment 1 (N = 32) demonstrated that bilingual 14‐ and 19‐month‐olds learned a pair of object labels consisting of the same syllable produced with distinct pitch contours (rising and falling). Infants' native languages did not use pitch contour to differentiate words. In Experiment 2 (N = 16), 22‐month‐old bilinguals failed to learn the labels. These results conflict with the developmental trajectory of monolinguals, who fail to learn pitch contour contrasts as labels at 17–19 months (Hay, Graf Estes, Wang, & Saffran, 2015). Bilingual infants exhibited a prolonged period of flexibility in their interpretation of potential word forms. 相似文献
4.
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path-tracing gestures (Experiment 3, N = 48). Furthermore, immediately (Experiments 1 and 3) and after 1 week (Experiment 2), the iconic manner gesture group outperformed the control groups in subsequent generalization trials with different novel verbs (second-order generalization), although all groups saw interactive gestures. Thus, seeing iconic gestures that depict verb referents helps children (a) generalize individual verb meanings to novel events and (b) learn more verbs from the same subcategory. 相似文献
5.
Three experiments (N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group‐relevant tasks. In Experiment 1, 4‐year‐old children assigned to a minimal “puzzles group” persisted longer on a challenging puzzle than children identified as the “puzzles child” or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes. 相似文献
6.
Viewing Fantastical Events Versus Touching Fantastical Events: Short‐Term Effects on Children's Inhibitory Control 
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下载免费PDF全文 Three pretest–posttest experiments were conducted to compare the effects of viewing versus interacting with either fantastical or real events on 4‐ and 6‐year‐old children's inhibitory control. Experiment 1 (N = 72) suggested that although viewing fantastical events had a negative effect on inhibitory control, interacting with them produced no such disruption. Experiment 2 (N = 17) also found that children's inhibitory control decreased after viewing fantastical events but not after interacting with them. In addition, functional near‐infrared spectroscopy (fNIRS) data showed that viewing fantastical events resulted in greater activation in the dorsolateral prefrontal cortex. Experiment 3 (N = 72) showed that children's inhibitory control increased after viewing and interacting with real events. The implications for studying the effects of mobile devices are discussed. 相似文献
7.
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
8.
During communication, conversational partners should offer as much information as is required and relevant. For instance, the statement “Some Xs Y” is infelicitous if one knows that all Xs Y. Do children understand the link between speaker knowledge and utterance strength? In Experiment 1, 5‐year‐olds (N = 32) but not 4‐year‐olds (N = 32) reliably connected statements of different logical strength (e.g., “The girl colored all/some of the star”) to observers who were fully or partially informed. Four‐year‐olds’ performance improved when observer knowledge could be assessed more easily (Experiment 2a, N = 25) but remained the same in a nonlinguistic version of Experiment 1 that preserved the epistemic requirements of the original study (Experiment 2b, N = 26). These findings have implications for the development of early communicative abilities. 相似文献
9.
Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24–30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. 相似文献
10.
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
11.
From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning 下载免费PDF全文
下载免费PDF全文 Jessica F. Hay Katharine Graf Estes Tianlin Wang Jenny R. Saffran 《Child development》2015,86(1):10-22
Infants must develop both flexibility and constraint in their interpretation of acceptable word forms. The current experiments examined the development of infants' lexical interpretation of non‐native variations in pitch contour. Fourteen‐, 17‐, and 19‐month‐olds (Experiments 1 and 2, N = 72) heard labels for two novel objects; labels contained the same syllable produced with distinct pitch contours (Mandarin lexical tones). The youngest infants learned the label–object mappings, but the older groups did not, despite being able to discriminate pitch differences in an object‐free task (Experiment 3, N = 14). Results indicate that 14‐month‐olds remain flexible regarding what sounds make meaningful distinctions between words. By 17–19 months, experience with a nontonal native language constrains infants' interpretation of lexical tone. 相似文献
12.
Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory. 相似文献
13.
Hua-Chen Wang Kate Nation M. Gareth Gaskell Serje Robidoux Anna Weighall Anne Castles 《Child development》2022,93(4):1145-1153
This study explored whether a daytime nap aids children's acquisition of letter-sound knowledge, which is a fundamental component for learning to read. Thirty-two preschool children in Sydney, Australia (Mage = 4 years;3 months) were taught letter-sound mappings in two sessions: one followed by a nap and the other by a wakeful period. Learning was assessed by explicit letter-sound mappings (“Which sound does this letter make?”) and knowledge generalization tasks (“Here's Tav and Cav, which one is /kav/?”). Results from the knowledge generalization task showed better performance after a nap than after wake. However, no nap benefit was found for explicit letter-sound knowledge. This study provides initial evidence that naps could be beneficial for preschool children's learning of letter-sound mappings. 相似文献
14.
Jessica A. Sommerville Daniel M. Bernstein Andrew N. Meltzoff 《Child development》2013,84(6):1846-1854
A novel task, using a continuous spatial layout, was created to investigate the degree to which (in centimeters) 3‐year‐old children's (N = 63), 5‐year‐old children's (N = 60), and adults' (N = 60) own privileged knowledge of the location of an object biased their representation of a protagonist's false belief about the object's location. At all ages, participants' knowledge of the object's actual location biased their search estimates, independent of the attentional or memory demands of the task. Children's degree of bias correlated with their performance on a classic change‐of‐location false belief task, controlling for age. This task is a novel tool for providing a quantitative measurement of the degree to which self‐knowledge can bias estimates of others' beliefs. 相似文献
15.
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
16.
Ayla Barutchu Joanne M. Fifer Mohit N. Shivdasani Sheila G. Crewther Antonio G. Paolini 《Child development》2020,91(2):620-637
This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood. 相似文献
17.
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
18.
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
19.
Age‐related increases of speaking rate are not fully understood, but have been attributed to gains in biologic factors and learned skills that support speech production. This study investigated developmental changes in speaking rate and articulatory kinematics of participants aged 4 (N = 7), 7 (N = 10), 10 (N = 9), 13 (N = 7), 16 (N = 9) years, and young adults (N = 11) in speaking tasks varying in task demands. Speaking rate increased with age, with decreases in pauses and articulator displacements but not increases in articulator movement speed. Movement speed did not appear to constrain the speaking. Rather, age‐related increases in speaking rate are due to gains in cognitive and linguistic processing and speech motor control. 相似文献
20.
Infants' ability to mentally track the orientation of an object during a hidden rotation was investigated (N = 28 in each experiment). A toy on a turntable was fully covered and then rotated 90°. When revealed, the toy had turned with the turntable (probable event), remained at its starting orientation (improbable event in Experiment 1), or turned to the opposite side (improbable event in Experiment 2). Results demonstrated a developmental progression between 14 and 16 months of age in infants' sensitivity to spatial object relations and their ability to track the orientation of an object during hidden rotation. Experiment 3 showed that 14‐month‐olds' performance improved with hands‐on training, highlighting the role of action experience in cognitive development. 相似文献