The role of multisensory development in early language learning.
In typical development, communicative skills such as language emerge from infants' ability to combine multisensory information into cohesive percepts. For example, the act of associating the visual or tactile experience of an object with its spoken name is commonly used as a measure of early word le...
| Publicado en: | Journal of Experimental Child Psychology Vol. 183; pp. 48 - 65 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Academic Press Inc.
Jul2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=136179241&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 136179241 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: Jul2019 vid: 183 pid: 735 pub: Academic Press Inc. artinfo: ui: 136179241 10.1016/j.jecp.2018.12.011 ppf: 48 ppct: 17 formats: tig: atl: The role of multisensory development in early language learning. aug: au: Mason, Gina M. Goldstein, Michael H. Schwade, Jennifer A. affil: Department of Psychology, Cornell University, Ithaca, NY 14853, USA su: Social learning Social perception Cognitive development Social types Speech perception sug: subj: Social learning Social perception Cognitive development Social types Speech perception keyword: Caregiver–infant interactions Infant development Multisensory perception Neurodevelopmental disorders Word learning Caregiver–infant interactions Infant development Multisensory perception Neurodevelopmental disorders Word learning ab: In typical development, communicative skills such as language emerge from infants' ability to combine multisensory information into cohesive percepts. For example, the act of associating the visual or tactile experience of an object with its spoken name is commonly used as a measure of early word learning, and social attention and speech perception frequently involve integrating both visual and auditory attributes. Early perspectives once regarded perceptual integration as one of infants' primary challenges, whereas recent work suggests that caregivers' social responses contain structured patterns that may facilitate infants' perception of multisensory social cues. In the current review, we discuss the regularities within caregiver feedback that may allow infants to more easily discriminate and learn from social signals. We focus on the statistical regularities that emerge in the moment-by-moment behaviors observed in studies of naturalistic caregiver–infant play. We propose that the spatial form and contingencies of caregivers' responses to infants' looks and prelinguistic vocalizations facilitate communicative and cognitive development. We also explore how individual differences in infants' sensory and motor abilities may reciprocally influence caregivers' response patterns, in turn regulating and constraining the types of social learning opportunities that infants experience across early development. We end by discussing implications for neurodevelopmental conditions affecting both multisensory integration and communication (i.e., autism) and suggest avenues for further research and intervention. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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