Effects of Inter- and Intra-Modal Redundancy on Infants' Rule Learning

Autor/in	Thiessen, Erik D.
Titel	Effects of Inter- and Intra-Modal Redundancy on Infants' Rule Learning
Quelle	In: Language Learning and Development, 8 (2012) 3, S.197-214 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2011.583610
Schlagwörter	Redundancy; Auditory Stimuli; Infants; Reading Comprehension; Syntax; Generalization; Speech Communication; Learning Processes; Language Acquisition + Suchen Sie Ihr Suchwort? Redundanz; Auditive Stimulation; Infant; Toddler; Toddlers; Kleinkind; Leseverstehen; Learning process; Lernprozess; Sprachaneignung; Spracherwerb
Abstract	Previous research indicates that infants generalize syntactic-like structures to novel exemplars in a way that has been characterized as abstract and algebraic (Marcus et al., 1999). Infants appear to learn and generalize from speech more successfully than from nonspeech stimuli (Marcus, Fernandes, & Johnson, 2007). In this series of experiments, we manipulated speech and nonspeech stimuli to identify the factors that facilitate or inhibit infants' learning and generalization. The results demonstrate that redundancy facilitates learning, even in nonlinguistic stimuli. In addition, the results indicate that learning from speech is inhibited when the speech is less redundant. These experiments suggest that speech and nonspeech stimuli are on a continuum of effectiveness, related to the ease with which infants can access and benefit from redundant information. The redundant information in the stimuli may be particularly related to the ease with which infants can detect repetition. (Contains 4 figures and 2 tables.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10