2019
DOI: 10.1371/journal.pone.0220317
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Word-object and action-object association learning across early development

Abstract: Successful communication often involves comprehension of both spoken language and observed actions with and without objects. Even very young infants can learn associations between actions and objects as well as between words and objects. However, in daily life, children are usually confronted with both kinds of input simultaneously. Choosing the critical information to attend to in such situations might help children structure the input, and thereby, allow for successful learning. In the current study, we ther… Show more

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Cited by 14 publications
(59 citation statements)
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References 42 publications
(56 reference statements)
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“…This would be in keeping with the literature on active learning described above suggesting that children follow their interests in selectively attending to their environment and retain information in keeping with these interests better. In contrast, we expected adults to learn information from both domains independent of any preferences they may have due to their potentially superior abilities to retain and process complex information and their success in a similar task in previous studies (Eiteljoerge et al, 2019b).…”
Section: Current Studymentioning
confidence: 94%
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“…This would be in keeping with the literature on active learning described above suggesting that children follow their interests in selectively attending to their environment and retain information in keeping with these interests better. In contrast, we expected adults to learn information from both domains independent of any preferences they may have due to their potentially superior abilities to retain and process complex information and their success in a similar task in previous studies (Eiteljoerge et al, 2019b).…”
Section: Current Studymentioning
confidence: 94%
“…12-month-olds learned action-object but not word-object associations, 24-month-olds learned neither word-object nor action-object associations, 36-month-olds learned word-object associations, and adults learned both word-object and action-object associations (Eiteljoerge et al, 2019b). These results highlight the developmental dynamics of early word and action learning with differences in children's selective attention to different aspects of the signal potentially driving the differences in learning across development.…”
Section: Introductionmentioning
confidence: 94%
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