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[In Press] Cross-clause planning in Nungon (Papua New Guinea) : eye-tracking evidence
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The use of predictive fall models for older adults receiving aged care, using routinely collected electronic health record data : a systematic review
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Music perception abilities and ambiguous word learning : is there cross-domain transfer in nonmusicians?
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Drift in a popular metal oxide sensor dataset reveals limitations for gas classification benchmarks
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Physical activity interventions among culturally and linguistically diverse populations : a systematic review
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Oral cancer risk behaviours of Indian immigrants in Australia : a qualitative study
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Early critical thinking in a Mandarin-speaking child : an exploratory case study
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No evidence for language benefits in infant relational learning
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Abstract:
Recent studies have found that infants show relational learning in the first year. Like older children, they can abstract relations such as same or different across a series of exemplars. For older children, language has a major impact on relational learning: labeling a shared relation facilitates learning, while labeling component objects can disrupt learning. Here we ask: Does language influence relational learning at 12 months? Experiment 1 (n = 64) examined the influence of a relational label on learning. Prior to the study, the infants saw three pairs of objects, all labeled “These are same” or “These are different”. Experiment 2 (n = 48) examined the influence of object labels prior to the study, with three objects labeled (e.g., “This is a cup, this is a tower.”). We compared the present results with those of Ferry et al. (2015), where infants abstracted same and different relations after undergoing a similar paradigm without prior labels. If the effects of language mirror those in older children, we would expect that infants given relational labels (Experiment 1) will be helped in abstracting same and different compared to infants not given labels and that infants given object labels (Experiment 2) will be hindered relative to those not given labels. We found no evidence for either prediction. In Experiment 1, infants who had heard relational labels did not benefit compared to infants who had received no labels (Ferry et al., 2015). In Experiment 2, infants who had heard object labels showed the same patterns as those in Ferry et al. (2015), suggesting that object labels had no effect. This finding is important because it highlights a key difference between the relational learning abilities of infants and those seen in older children, pointing to a protracted become entwined.
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Keyword:
XXXXXX - Unknown
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URL: https://doi.org/10.1016/j.infbeh.2021.101666 https://hdl.handle.net/1959.7/uws:62144
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Hearing loss prevalence and years lived with disability, 1990–2019 : findings from the Global Burden of Disease Study 2019
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Instructing Malaysian children with HFASD in English as a second language
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Enhanced forensic speaker verification performance using the ICA-EBM algorithm under noisy and reverberant environments
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Japanese perceptual epenthesis is modulated by transitional probability
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Babies detect when the timing is right : evidence from event-related potentials to a contingent mother-infant conversation
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Perceptual assimilation of regionally accented Mandarin lexical tones by native Beijing Mandarin listeners
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Vocal interaction during rhythmic joint action stabilizes interpersonal coordination and individual movement timing
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Constructing Hungarian 'good-will ambassadors' : the collaborative soft power efforts of Hungary's Balassi Institute and the Hungarian community in Australia
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[In Press] The Italian Roots in Australian Soil (IRIAS) multilingual speech corpus : speech variation in two generations of Italo-Australians
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Lexical and morphological development : a case study of Malay English bilingual first language acquisition
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Clinical practices of speech-language pathologists working with 12- to 16-year olds in Australia
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