Learning to Individuate: The Specificity of Labels Differentially Impacts Infant Visual Attention

Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA

Y

13

National Science Foundation (NSF)

BCS1056805
BCS1560810

Child Development; Visual Perception; Attention Control; Parent Child Relationship; Infants; Infant Behavior; Novelty (Stimulus Dimension); Story Reading; Eye Movements; Visual Stimuli; Cognitive Processes; Cognitive Ability; Control Groups; Experimental Groups; Comparative Analysis; Brain Hemisphere Functions; Computer Assisted Testing

10.1111/cdev.13004

0009-3920

This study examined differences in visual attention as a function of label learning from 6 to 9 months of age. Before and after 3 months of parent-directed storybook training with computer-generated novel objects, event-related potentials and visual fixations were recorded while infants viewed trained and untrained images (n = 23). Relative to a pretraining, a no-training control group (n = 11), and to infants trained with category-level labels (e.g., all labeled "Hitchel"), infants trained with individual-level labels (e.g., "Boris," "Jamar") displayed increased visual attention and neural differentiation of objects after training.

As Provided

2018

EJ1178709