When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children.
A large literature shows strong developmental links between early language abilities and later cognitive abilities. We present evidence for one pathway by which language may influence cognition and development: by influencing how visual information is momentarily processed. Children were asked to id...
| Published in: | Journal of Experimental Child Psychology Vol. 175; pp. 37 - 48 |
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| Main Authors: | , |
| Format: | Article |
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Academic Press Inc.
Nov2018
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=131071403&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 131071403 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: Nov2018 vid: 175 pid: 735 pub: Academic Press Inc. artinfo: ui: 131071403 10.1016/j.jecp.2018.04.015 ppf: 37 ppct: 11 formats: tig: atl: When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children. aug: au: Vales, Catarina Smith, Linda B. affil: Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA su: Cognitive development Language ability Optical information processing Visual perception in children Object recognition (Computer vision) sug: subj: Cognitive development Language ability Optical information processing Visual perception in children Object recognition (Computer vision) keyword: Language Language development Object recognition Vision Visual perception Language Language development Object recognition Vision Visual perception ab: A large literature shows strong developmental links between early language abilities and later cognitive abilities. We present evidence for one pathway by which language may influence cognition and development: by influencing how visual information is momentarily processed. Children were asked to identify a target in clutter and either saw a visual preview of the target or heard the basic-level name of the target. We hypothesized that the name of the target should activate category-relevant information and, thus, facilitate more rapid detection of the target amid distractors. Children who heard the name of the target before search were more likely to correctly identify the target at faster speeds of response, a result that supports the idea that words lower the threshold for target identification. This finding has significant implication for understanding the source of vocabulary-mediated individual differences in cognitive achievement and, more generally, for the relation between language and thought. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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