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Related Experiment Videos

Establishing word-object relations: a first step.

D A Baldwin1, E M Markman

  • 1Department of Psychology, Stanford University, CA 94305.

Child Development
|April 1, 1989
PubMed
Summary

Language helps infants learn object names by increasing their attention to objects. Even after labeling stops, infants continue to focus on labeled items, aiding word-object mapping during early language acquisition.

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Infants learning language must map words to objects.
  • Attention is crucial for learning word-object pairings.

Purpose of the Study:

  • To investigate if language (labeling) enhances infant attention to objects.
  • To determine if labeling's attentional effect extends beyond the labeling period.
  • To compare labeling's effect on attention with pointing.

Main Methods:

  • Study 1: Compared attention of 10-14-month-olds to labeled vs. unlabeled toys.
  • Study 2: Compared attention of 10-14- and 17-20-month-olds to toys during labeling+pointing vs. pointing alone.

Main Results:

  • Labeling toys increased infants' attention to them.
  • Pointing alone did not increase attention as much as labeling.
  • Infants looked longer at labeled toys even after labeling ceased.

Conclusions:

  • Language sustains infant attention to objects, facilitating word-object learning.
  • The attentional benefits of language extend beyond the immediate labeling event.
  • This sustained attention may be a key mechanism in early language acquisition.

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