Better in sync: Temporal dynamics explain multisensory word‐action‐object learning in early development.
We investigated the temporal impact of multisensory settings on children's learning of word‐object and action‐object associations at 1‐ and 2‐years of age. Specifically, we examined whether the temporal alignment of words and actions influenced the acquisition of novel word‐action‐object association...
| Publicado en: | Infancy Vol. 29; no. 4; pp. 482 - 510 |
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| Autores principales: | , , , , |
| Formato: | equations & formulas pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=179298103&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 179298103 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15250008 7M0 jtl: Infancy issn: 15250008 maglogo: Y pubinfo: dt: Aug2024 vid: 29 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 179298103 176200372 179298103 179298103 10.1111/infa.12590 179298103 ppf: 482 ppct: 28 formats: tig: atl: Better in sync: Temporal dynamics explain multisensory word‐action‐object learning in early development. aug: au: Bothe, Ricarda Eiteljoerge, Sarah Trouillet, Leonie Elsner, Birgit Mani, Nivedita affil: Psychology of Language, Georg‐August University Goettingen, Goettingen, Germany sug: subj: Child Development Language Development Learning Methods Task Performance and Analysis Human Male Female Infant Child, Preschool Germany Child Power Analysis Cues Parents Psychosocial Factors Descriptive Statistics Funding Source Infant: 1-23 months Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: We investigated the temporal impact of multisensory settings on children's learning of word‐object and action‐object associations at 1‐ and 2‐years of age. Specifically, we examined whether the temporal alignment of words and actions influenced the acquisition of novel word‐action‐object associations. We used a preferential looking and violation of expectation task in which infants and young children were first presented with two distinct word‐object and action‐object pairings either in a synchronous (overlapping in time) or sequential manner (one after the other). Findings revealed that 2‐year‐olds recognized both, action‐object and word‐object associations when they first saw the word‐action‐object combinations synchronously, but not sequentially, as evidenced by looking behavior. 1‐year‐olds did not show evidence for recognition for either of the word‐object and action‐object pairs, regardless of the initial temporal alignment of these cues. To control for individual differences, we explored factors that might influence associative learning based on parental reports of 1‐ and 2‐year‐olds development, however, developmental measures did not explain word‐action‐object associative learning in either group. We discuss that while young children may benefit from the temporal alignment of multisensory cues as it enables them to actively engage with the multisensory content in real‐time, infants may have been overwhelmed by the complexity of this input. pubtype: Academic Journal doctype: equations & formulas pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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