No Two Cues Are Alike: Depth of Learning during Infancy Is Dependent on What Orients Attention

Autor/inn/en	Wu, Rachel; Kirkham, Natasha Z.
Titel	No Two Cues Are Alike: Depth of Learning during Infancy Is Dependent on What Orients Attention
Quelle	In: Journal of Experimental Child Psychology, 107 (2010) 2, S.118-136 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2010.04.014
Schlagwörter	Cues; Infants; Learning Processes; Attention; Social Development; Experiments; Experimental Psychology; Visual Stimuli; Spatial Ability; Perception; Evaluation Methods + Suchen Sie Ihr Suchwort? Stichwort; Infant; Toddler; Toddlers; Kleinkind; Learning process; Lernprozess; Aufmerksamkeit; Soziale Entwicklung; Erprobung; Experimentelle Psychologie; Räumliches Vorstellungsvermögen; Wahrnehmung
Abstract	Human infants develop a variety of attentional mechanisms that allow them to extract relevant information from a cluttered multimodal world. We know that both social and nonsocial cues shift infants' attention, but not how these cues differentially affect learning of multimodal events. Experiment 1 used social cues to direct 8- and 4-month-olds' attention to two audiovisual events (i.e., animations of a cat or dog accompanied by particular sounds) while identical distractor events played in another location. Experiment 2 directed 8-month-olds' attention with colorful flashes to the same events. Experiment 3 measured baseline learning without attention cues both with the familiarization and test trials (no cue condition) and with only the test trials (test control condition). The 8-month-olds exposed to social cues showed specific learning of audiovisual events. The 4-month-olds displayed only general spatial learning from social cues, suggesting that specific learning of audiovisual events from social cues may be a function of experience. Infants cued with the colorful flashes looked indiscriminately to both cued locations during test (similar to the 4-month-olds learning from social cues) despite attending for equal duration to the training trials as the 8-month-olds with the social cues. Results from Experiment 3 indicated that the learning effects in Experiments 1 and 2 resulted from exposure to the different cues and multimodal events. We discuss these findings in terms of the perceptual differences and relevance of the cues. (Contains 5 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10