NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
Assessments and Surveys
MacArthur Communicative…6
What Works Clearinghouse Rating
Showing 1 to 15 of 227 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Paul Okyere Omane; Titia Benders; Natalie Boll-Avetisyan – Developmental Psychology, 2024
Infants' preference for vowelharmony (VH, a phonotactic constraint that requires vowels in a word to be featurally similar) is thought to be language-specific: Monolingual infants learning VH languages show a listening preference for VH patterns by 6 months of age, while those learning non-VH languages do not (Gonzalez-Gomez et al., 2019; Van…
Descriptors: Foreign Countries, Infants, Child Language, Language Acquisition
Erin M. Anderson; Apoorva Shivaram; Susan J. Hespos; Dedre Gentner – Grantee Submission, 2023
The ability to generalize previous knowledge to new contexts is a key aspect of human cognition and relational learning. A well-known learning maxim is that breadth of training predicts "breadth of transfer." When examples vary in their surface features, this provides evidence that only the common relational structure is relevant.…
Descriptors: Learning Processes, Generalization, Transfer of Training, Familiarity
Peer reviewed Peer reviewed
Direct linkDirect link
Lany, Jill; Thompson, Abbie; Aguero, Ariel – Developmental Psychology, 2022
Words influence cognition well before infants know their meanings. For example, three-month-olds are more likely to form visually based categories when exemplars are paired with spoken words than with sine-wave tones, a likely precursor to learning symbolic relations between words and their referents. However, it is unclear why words have these…
Descriptors: Infants, Naming, Nonverbal Communication, Classification
Peer reviewed Peer reviewed
Direct linkDirect link
Jeancolas, Laetitia; Rat-Fischer, Lauriane; O'Regan, J. Kevin; Fagard, Jacqueline – Journal of Motor Learning and Development, 2022
Infants start to use a spoon for self-feeding at the end of the first year of life, but usually do not use unfamiliar tools to solve problems before the age of 2 years. We investigated to what extent 18-month-old infants who are familiar with using a spoon for self-feeding are able to generalize this tool-use ability to retrieve a distant object.…
Descriptors: Infants, Problem Solving, Equipment, Generalization
Peer reviewed Peer reviewed
Direct linkDirect link
Mascaro, Olivier; Kovács, Ágnes Melinda – Developmental Science, 2022
How do people learn about things that they have never perceived or inferred--like molecules, miracles or Marie-Antoinette? For many thinkers, trust is the answer. Humans rely on communicated information, sometimes even when it contradicts blatantly their firsthand experience. We investigate the early ontogeny of this trust using a non-verbal…
Descriptors: Toddlers, Infants, Learning Processes, Inferences
Peer reviewed Peer reviewed
Direct linkDirect link
Schott, Esther; Tamayo, Maria Paula; Byers-Heinlein, Krista – Infant and Child Development, 2023
Bilingual infants acquire languages in a variety of language environments. Some caregivers follow a one-person-one-language approach in an attempt to not "confuse" their child. However, the central assumption that infants can keep track of what language a person speaks has not been tested. In two studies, we tested whether bilingual and…
Descriptors: Monolingualism, Bilingualism, Infants, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Sensoy, Özlem; Culham, Jody C.; Schwarzer, Gudrun – Infant and Child Development, 2021
We investigate when infants exhibit knowledge of the familiar size of well-known objects and whether this knowledge is affected by stimulus format, that is, whether the stimuli are presented as real objects or matched pictures. Infants (130 7- and 12-month-olds) saw everyday objects such as sippy cups and pacifiers in their familiar size and novel…
Descriptors: Infants, Visual Stimuli, Pictorial Stimuli, Familiarity
Peer reviewed Peer reviewed
Direct linkDirect link
Edgar, Elizabeth V.; Todd, James Torrence; Eschman, Bret; Hayes, Timothy; Bahrick, Lorraine E. – Developmental Psychology, 2023
Recent research has demonstrated that individual differences in infant attention to faces and voices of women speaking predict language outcomes in childhood. These findings have been generated using two new audiovisual attention assessments appropriate for infants and young children, the Multisensory Attention Assessment Protocol (MAAP) and the…
Descriptors: English, Spanish, Infants, Attention
Peer reviewed Peer reviewed
Direct linkDirect link
Havron, Naomi; Babineau, Mireille; Christophe, Anne – Developmental Science, 2021
Infants are able to use the contexts in which familiar words appear to guide their inferences about the syntactic category of novel words (e.g. 'This is a' + 'dax' -> dax = object). The current study examined whether 18-month-old infants can rapidly adapt these expectations by tracking the distribution of syntactic structures in their input. In…
Descriptors: Toddlers, Infants, Familiarity, Inferences
Peer reviewed Peer reviewed
Direct linkDirect link
Weatherhead, Drew; Kandhadai, Padmapriya; Hall, D. Geoffrey; Werker, Janet F. – Child Development, 2021
Previous work indicates mutual exclusivity in word learning in monolingual, but not bilingual toddlers. We asked whether this difference indicates distinct conceptual biases, or instead reflects best-guess heuristic use in the absence of context. We altered word-learning contexts by manipulating whether a familiar- or unfamiliar-race speaker…
Descriptors: Bilingualism, Infants, Vocabulary Development, Toddlers
Peer reviewed Peer reviewed
Direct linkDirect link
Pauen, Sabina; Peykarjou, Stefanie – Developmental Psychology, 2023
This study explores how 7-month-old infants categorize graphical images varying in basic perceptual features by using a fast periodic visual stimulation (FPVS) task. Most participants were Caucasian and their parents had a higher education, but the family's socioeconomic background was mixed. Experiment 1 (N = 23) tested brain responses to…
Descriptors: Infants, Classification, Comparative Analysis, Brain Hemisphere Functions
Peer reviewed Peer reviewed
Direct linkDirect link
Reschke, Peter J.; Fraser, Ashley M.; Picket, Janna; Workman, Katey; Lehnardt, Hans; Stockdale, Laura A.; Padilla-Walker, Laura M.; Cox, Kylin; Holmgren, Hailey G.; Hagen, Sophie; Summers, Kjersti; Clifford, Brandon N.; Essig, Liam W.; Coyne, Sarah M. – Developmental Psychology, 2023
Infants can help and share in the second year of life. However, there is limited knowledge as to variability in these behaviors as a function of target (e.g., caregiver vs. unfamiliar adult) and the influence of caregiver support on infant prosocial behavior. Infants (N = 268, 124 female) at 1-2 years of age (M = 1.47, SD = 0.27) and again at 2-3…
Descriptors: Infants, Toddlers, Helping Relationship, Sharing Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Pun, Anthea; Ferera, Matar; Diesendruck, Gil; Hamlin, J. Kiley; Baron, Andrew Scott – Developmental Science, 2018
Previous research has suggested that infants exhibit a preference for familiar over unfamiliar social groups (e.g., preferring individuals from their own language group over individuals from a foreign language group). However, because past studies often employ forced-choice procedures, it is not clear whether infants' intergroup preferences are…
Descriptors: Infants, Preferences, Familiarity, Social Bias
Peer reviewed Peer reviewed
Direct linkDirect link
Von Holzen, Katie; Bergmann, Christina – Developmental Psychology, 2021
As they develop into mature speakers of their native language, infants must not only learn words but also the sounds that make up those words. To do so, they must strike a balance between accepting speaker-dependent variation (e.g., mood, voice, accent) but appropriately rejecting variation when it (potentially) changes a word's meaning (e.g., cat…
Descriptors: Infants, Pronunciation, Auditory Discrimination, Phonological Awareness
Peer reviewed Peer reviewed
Direct linkDirect link
Gumbsch, Christian; Adam, Maurits; Elsner, Birgit; Butz, Martin V. – Cognitive Science, 2021
From about 7 months of age onward, infants start to reliably fixate the goal of an observed action, such as a grasp, before the action is complete. The available research has identified a variety of factors that influence such goal-anticipatory gaze shifts, including the experience with the shown action events and familiarity with the observed…
Descriptors: Goal Orientation, Infants, Eye Movements, Cognitive Processes
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  16