Althaus, Nadja and Mareschal, Denis (2014) Labels direct infants' attention to commonalities during novel category learning. PLoS One , ISSN 1932-6203.
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Abstract
Recent studies have provided evidence that labeling can influence the outcome of infants’ visual categorization. However, what exactly happens during learning remains unclear. Using eye-tracking, we examined infants’ attention to object parts during learning. Our analysis of looking behaviors during learning provide insights going beyond merely observing the learning outcome. Both labeling and non-labeling phrases facilitated category formation in 12-month-olds but not 8-month-olds (Experiment 1). Non-linguistic sounds did not produce this effect (Experiment 2). Detailed analyses of infants’ looking patterns during learning revealed that only infants who heard labels exhibited a rapid focus on the object part successive exemplars had in common. Although other linguistic stimuli may also be beneficial for learning, it is therefore concluded that labels have a unique impact on categorization.
Metadata
| Item Type: | Article |
|---|---|
| School: | Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences |
| Research Centres and Institutes: | Educational Neuroscience, Centre for, Brain and Cognitive Development, Centre for (CBCD) |
| Depositing User: | Sarah Hall |
| Date Deposited: | 03 Mar 2015 14:53 |
| Last Modified: | 02 Aug 2023 17:15 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/11773 |
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