Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Language Development

Language Development

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...

Piaget's Stage 1 of Cognitive Development

Piaget's Stage 1 of Cognitive Development

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.

Observational Learning

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Using Eye Tracking to Examine Effects of Overt Localization on Referential Processing in German Sign Language Sentence Processing.

Journal of psycholinguistic research·2026

Same author

Parent Speech in Free Play Is Guided by Infant Attention, But Organized by Object Familiarity.

Infancy : the official journal of the International Society on Infant Studies·2026

Same author

Maternal information sampling targets children's knowledge gaps.

Acta psychologica·2026

Same author

Communicative Development Inventories (CDIs) in etiologically diverse developmental conditions: A systematic review.

Research in developmental disabilities·2026

Same author

Children's individual interests are sustained across development and predict later vocabulary development.

Journal of child language·2025

Same author

Children's cortical speech tracking in child-adult and child-robot interactions.

Developmental psychology·2025

Search research articles

Related Experiment Video

Updated: Jun 30, 2025

Infant Auditory Processing and Event-related Brain Oscillations

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

Better in sync: Temporal dynamics explain multisensory word-action-object learning in early development.

Ricarda Bothe^1,2, Sarah Eiteljoerge^1,2, Leonie Trouillet³

¹Psychology of Language, Georg-August University Goettingen, Goettingen, Germany.

Infancy : the Official Journal of the International Society on Infant Studies

|March 23, 2024

Summary

This summary is machine-generated.

Two-year-olds learn word-object and action-object associations when multisensory cues are synchronous. One-year-olds did not show recognition, regardless of temporal alignment, suggesting developmental differences in processing complex multisensory input.

More Related Videos

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Related Experiment Videos

Last Updated: Jun 30, 2025

Infant Auditory Processing and Event-related Brain Oscillations

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Area of Science:

Developmental Psychology
Cognitive Science
Multisensory Learning

Background:

Children learn associations between words, objects, and actions.
Temporal alignment of multisensory cues may influence early learning.
Understanding developmental differences in associative learning is crucial.

Purpose of the Study:

To investigate the temporal impact of multisensory settings on children's learning of word-object and action-object associations.
To examine how temporal alignment (synchronous vs. sequential) affects the acquisition of novel word-action-object associations in 1- and 2-year-olds.

Main Methods:

Utilized a preferential looking and violation of expectation task.
Presented 1- and 2-year-olds with synchronous and sequential word-object and action-object pairings.
Collected parental reports on developmental factors to control for individual differences.

Main Results:

Two-year-olds recognized associations presented synchronously, but not sequentially.
One-year-olds did not demonstrate recognition for either temporal condition.
Developmental measures did not significantly explain associative learning differences.

Conclusions:

Temporal alignment of multisensory cues benefits associative learning in 2-year-olds.
One-year-olds may be overwhelmed by complex multisensory input, hindering associative learning.
Early associative learning is sensitive to the temporal structure of multisensory information.