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Infant learning is influenced by local spurious generalizations.

LouAnn Gerken1, Carolyn Quam1

  • 1Department of Psychology, The University of Arizona, USA.

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Infants learning word rules are sensitive to the order of examples. Randomly ordered words with potential alternative rules impede learning, but reordering them allows robust rule acquisition, showing infants are incremental learners.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Linguistics

Background:

  • 11-month-old infants can learn phonetic rules in CVCV words from few examples.
  • Learning is hindered by ambiguous word pairs allowing alternative generalizations (e.g., same consonants).

Purpose of the Study:

  • To investigate if spurious generalizations in a random word list impede infant rule learning.
  • To determine if word order, rather than the word set, causes learning impairment.
  • To characterize infants as incremental versus batch learners.

Main Methods:

  • Experiment 1: Presented 11-month-olds with 24 CVCV words in a random order, including pairs allowing spurious generalizations.
  • Experiment 2: Reordered the same words to minimize local spurious generalizations.
  • Assessed infant learning of consonant phonetic feature rules.

Main Results:

  • Infants showed no rule learning when words were randomly ordered (Experiment 1).
  • Infants demonstrated robust rule learning when word order was optimized to avoid local spurious generalizations (Experiment 2).

Conclusions:

  • Infant word learning is susceptible to spurious generalizations arising from local stimulus subsets.
  • The order of examples significantly impacts infants' ability to learn abstract rules.
  • Results support the view of infants as incremental learners, processing information sequentially.