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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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The Nativist Approach01:21

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Piaget's Stage 1 of Cognitive Development01:14

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The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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Elaborative Rehearsals01:07

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Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
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Non-Verbal Cues01:29

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Non-verbal communication extends beyond gestures and facial expressions to include vocal elements known as paralanguage. Paralanguage consists of non-verbal vocal cues such as pitch, loudness, speech rate, pauses, and non-verbal vocalizations like laughter, sighs, and moans. These elements not only accompany speech but also provide critical emotional and contextual information.The Role of Paralanguage in CommunicationParalanguage adds depth to spoken language by conveying emotions and...
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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Learning While Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to Learn.

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Prelinguistic vocalizations play a crucial role in infant development.
  • Object-directed vocalizations (ODVs) represent a newly identified category of infant sounds.
  • Understanding ODVs may illuminate early word and object learning processes.

Purpose of the Study:

  • To investigate the functional significance of object-directed vocalizations (ODVs) in infants.
  • To determine if ODVs are linked to perceptual learning of objects.
  • To assess the role of ODVs in acquiring word-object associations.

Main Methods:

  • Experiment 1: Recorded vocalizations of 12-month-old infants exploring novel objects to assess perceptual learning based on ODV frequency.
  • Experiment 2: Assessed word-object association learning in 11.5-month-old infants by comparing labels contingent on ODVs versus labels during 'look alone' periods.

Main Results:

  • Infants showed enhanced visual feature learning for objects eliciting more ODVs.
  • Word-object association learning occurred only when labels were contingent on infants' ODVs.
  • Objects eliciting fewer vocalizations did not show the same learning effects.

Conclusions:

  • Object-directed vocalizations (ODVs) signal infant attention and facilitate learning.
  • ODVs are critical for both perceptual object learning and word-object association.
  • These findings highlight the importance of vocal interaction in early cognitive development.