Title |
The Role of Association in Early Word-Learning
|
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Published in |
Frontiers in Psychology, January 2012
|
DOI | 10.3389/fpsyg.2012.00283 |
Pubmed ID | |
Authors |
Gary F. Marcus, Keith J. Fernandes, Scott P. Johnson |
Abstract |
Word-learning likely involves a multiplicity of components, some domain-general, others domain-specific. Against the background of recent studies that suggest that word-learning is domain-specific, we investigated the associative component of word-learning. Seven- and 14-month-old infants viewed a pair of events in which a monkey or a truck moved back and forth, accompanied by a sung syllable or a tone, matched for pitch. Following habituation, infants were presented with displays in which the visual-auditory pairings were preserved or switched, and looked longer at the "switch" events when exposure time was sufficient to learn the intermodal association. At 7 months, performance on speech and tones conditions was statistically identical; at 14 months, infants had begun to favor speech. Thus, the associative component of word-learning does not appear (in contrast to rule-learning, Marcus et al., 2007) to initially privilege speech. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Japan | 1 | 50% |
Switzerland | 1 | 50% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 2 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 3 | 5% |
Iran, Islamic Republic of | 1 | 2% |
France | 1 | 2% |
Japan | 1 | 2% |
Spain | 1 | 2% |
Unknown | 57 | 89% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 20 | 31% |
Researcher | 8 | 13% |
Student > Bachelor | 7 | 11% |
Student > Master | 6 | 9% |
Professor | 5 | 8% |
Other | 10 | 16% |
Unknown | 8 | 13% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 29 | 45% |
Linguistics | 8 | 13% |
Neuroscience | 3 | 5% |
Medicine and Dentistry | 3 | 5% |
Agricultural and Biological Sciences | 2 | 3% |
Other | 7 | 11% |
Unknown | 12 | 19% |