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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.
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The Nativist Approach01:21

The Nativist Approach

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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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Language and Cognition01:27

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Associative Learning01:27

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Tip-of-the-Tongue Phenomenon01:10

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The tip-of-the-tongue (TOT) phenomenon is a cognitive experience characterized by a temporary inability to retrieve specific information from memory despite having a strong feeling of knowing the information. Although individuals cannot access the target word or detail, they frequently recall related elements, such as its initial letter, syllable count, or context. This partial retrieval often causes frustration, as one might recognize a familiar face or know that a name starts with a specific...
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Observational Learning01:12

Observational Learning

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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...
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Related Experiment Video

Updated: Jan 11, 2026

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

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German-learning infants recognize common nouns without additional frequency cues.

Jessica N Steil1, Ulrike Schild1, Claudia K Friedrich1

  • 1University of Tuebingen, Germany.

Infant Behavior & Development
|November 12, 2025
PubMed
Summary
This summary is machine-generated.

Infants successfully identify named objects in a "looking while listening" task. Word frequency imbalance did not aid younger infants, suggesting early word-object links are robust.

Keywords:
Looking-while-listening(1)language learning(4)noun comprehension(2)word frequency(3)

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Infant word learning is complex, with varying success in the
  • looking while listening
  • paradigm.
  • Factors influencing infant performance require systematic investigation.

Purpose of the Study:

  • To test if word frequency imbalance aids infants in matching words to objects.
  • To investigate the role of frequency cues in early word-object association.

Main Methods:

  • A preregistered online study with 80 German-learning infants (6-24 months).
  • Systematic manipulation of frequency imbalance between target and distractor words.
  • Comparison of performance in younger (6-14 months) and older (15-24 months) groups.

Main Results:

  • Infants demonstrated successful target fixations in both age groups.
  • Younger infants showed no difference in performance with imbalanced versus balanced word frequency pairs.
  • Evidence suggests infants did not rely on frequency cues for object discrimination.

Conclusions:

  • Early noun-object associations appear semantically robust, independent of word frequency.
  • Frequency imbalance does not significantly aid very young infants in the LWL paradigm.
  • Further research should consider trial duration and frequency estimation methods.