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The importance of "what": infants use featural information to index events

Kirkham, Natasha Z. and Richardson, D.C. and Wu, Rachel and Johnson, S.P. (2012) The importance of "what": infants use featural information to index events. Journal of Experimental Child Psychology 113 (3), pp. 430-439. ISSN 0022-0965.

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Official URL: http://dx.doi.org/10.1016/j.jecp.2012.07.001

Abstract

Dynamic spatial indexing is the ability to encode, remember, and track the location of complex events. For example, in a previous study, 6-month-old infants were familiarized to a toy making a particular sound in a particular location, and later they fixated that empty location when they heard the sound presented alone (Journal of Experimental Psychology: General, 2004, Vol. 133, pp. 46–62). The basis and developmental trajectory of this ability are currently unclear. We investigated dynamic spatial indexing across the first year after birth and tested the hypothesis that the structure of visual cues supports infants’ learning of sound and location associations. In our study, 3-, 6-, and 10-month-olds were tested in a dynamic spatial indexing eye movement paradigm that paired two sounds with two locations. In one condition, these were reliably paired with two sets of visual features (two toys condition), replicating the original studies. We also presented a single set of visual cues in both locations (one toy condition) and multiple sets of visual features in both locations (six toys condition). Infants from 3 months of age onward showed evidence of dynamic spatial indexing in the two toys condition, but only the 10-month-olds succeeded in the one toy and six toys conditions. We argue that this may reflect a broader developmental trajectory, whereby infants first make use of multiple cue integration but with age are able to learn from a narrow set of cues.

Item Type: Article
Keyword(s) / Subject(s): Infancy, Spatial indexing, Multiple cues, Multimodal, Eye tracking, Binding
School or Research Centre: Birkbeck Schools and Research Centres > School of Science > Psychological Sciences
Depositing User: Administrator
Date Deposited: 08 Aug 2012 15:55
Last Modified: 17 Apr 2013 12:24
URI: http://eprints.bbk.ac.uk/id/eprint/5032

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