Visual variability affects early verb learning.

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  • Author(s): Twomey KE;Twomey KE; Lush L; Pearce R; Horst JS
  • Source:
    The British journal of developmental psychology [Br J Dev Psychol] 2014 Sep; Vol. 32 (3), pp. 359-66. Date of Electronic Publication: 2014 Apr 15.
  • Publication Type:
    Journal Article; Research Support, Non-U.S. Gov't
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2044-835X (Electronic) Linking ISSN: 0261510X NLM ISO Abbreviation: Br J Dev Psychol Subsets: MEDLINE
    • Publication Information:
      Publication: <2012-> : Chichester : Wiley-Blackwell
      Original Publication: Leicester [Leicestershire] : British Psychological Society, c1983-
    • Subject Terms:
      Child Development/*physiology ; Concept Formation/*physiology ; Learning/*physiology ; Visual Perception/*physiology; Association Learning ; Child, Preschool ; Female ; Habituation, Psychophysiologic/physiology ; Humans ; Infant ; Language Development ; Male ; Random Allocation ; Vocabulary
    • Abstract:
      Research demonstrates that within-category visual variability facilitates noun learning; however, the effect of visual variability on verb learning is unknown. We habituated 24-month-old children to a novel verb paired with an animated star-shaped actor. Across multiple trials, children saw either a single action from an action category (identical actions condition, for example, travelling while repeatedly changing into a circle shape) or multiple actions from that action category (variable actions condition, for example, travelling while changing into a circle shape, then a square shape, then a triangle shape). Four test trials followed habituation. One paired the habituated verb with a new action from the habituated category (e.g., 'dacking' + pentagon shape) and one with a completely novel action (e.g., 'dacking' + leg movement). The others paired a new verb with a new same-category action (e.g., 'keefing' + pentagon shape), or a completely novel category action (e.g., 'keefing' + leg movement). Although all children discriminated novel verb/action pairs, children in the identical actions condition discriminated trials that included the completely novel verb, while children in the variable actions condition discriminated the out-of-category action. These data suggest that - as in noun learning - visual variability affects verb learning and children's ability to form action categories.
      (© 2014 The British Psychological Society.)
    • Contributed Indexing:
      Keywords: categorization; habituation; variability; verb learning; word learning
    • Publication Date:
      Date Created: 20140417 Date Completed: 20150512 Latest Revision: 20140815
    • Publication Date:
      20240628
    • Accession Number:
      10.1111/bjdp.12042
    • Accession Number:
      24735104