The Lasting Effects of Process-Specific versus Stimulus-Specific Learning during Infancy

Autor/inn/en	Hadley, Hillary; Pickron, Charisse B.; Scott, Lisa S.
Titel	The Lasting Effects of Process-Specific versus Stimulus-Specific Learning during Infancy
Quelle	In: Developmental Science, 18 (2015) 5, S.842-852 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12259
Schlagwörter	Infants; Recognition (Psychology); Naming; Human Body; Neurological Organization; Specialization; Learning Processes; Concept Formation; Reaction Time; Training + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Recognition; Wiedererkennen; Menschlicher Körper; Arbeitsteilige Spezialisierung; Learning process; Lernprozess; Concept learning; Begriffsbildung; Reaktionsvermögen; Ausbildung
Abstract	The capacity to tell the difference between two faces within an infrequently experienced face group (e.g. other species, other race) declines from 6 to 9 months of age unless infants learn to match these faces with individual-level names. Similarly, the use of individual-level labels can also facilitate differentiation of a group of non-face objects (strollers). This early learning leads to increased neural specialization for previously unfamiliar face or object groups. The current investigation aimed to determine whether early conceptual learning between 6 and 9 months leads to sustained behavioral advantages and neural changes in these same children at 4-6 years of age. Results suggest that relative to a control group of children with no previous training and to children with infant category-level naming experience, children with early individual-level training exhibited faster response times to human faces. Further, individual-level training with a face group--but not an object group--led to more adult-like neural responses for human faces. These results suggest that early individual-level learning results in long-lasting process-specific effects, which benefit categories that continue to be perceived and recognized at the individual level (e.g. human faces). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01