No two cues are alike: Depth of learning during infancy is dependent on what orients attention

Wu, Rachel; Kirkham, Natasha Z.

doi:10.1016/j.jecp.2010.04.014

Cited by 93 publications

(147 citation statements)

References 49 publications

(68 reference statements)

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“…[85,86]). It has been suggested by Kuhl [87] that 'Social cues 'gate' what and when children learn from language input.'…”

Section: Multiple Components Underpinning Statistical Learningmentioning

confidence: 99%

The multi-component nature of statistical learning

Arciuli¹

2017

Phil. Trans. R. Soc. B

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One contribution of 13 to a theme issue 'New frontiers for statistical learning in the cognitive sciences'. The central argument presented in this paper is that statistical learning (SL) is an ability comprised of multiple components that operate largely implicitly. Components relating to the stimulus encoding, retention and abstraction required for SL may include, but are not limited to, certain types of attention, processing speed and memory. It is likely that individuals vary in terms of the efficiency of these underlying components, and in patterns of connectivity among these components, and that SL tasks differ from one another in how they draw on certain underlying components more than others. This theoretical framework is of value because it can assist in gaining a clearer understanding of how SL is linked with individual differences in complex mental activities such as language processing. Variability in language processing across individuals is of central concern to researchers interested in child development, including those interested in neurodevelopmental disorders where language can be affected such as autism spectrum disorders (ASD). This paper discusses the link between SL and individual differences in language processing in the context of age-related changes in SL during infancy and childhood, and whether SL is affected in ASD. Viewing SL as a multicomponent ability may help to explain divergent findings from previous empirical research in these areas and guide the design of future studies.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'.

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“…[85,86]). It has been suggested by Kuhl [87] that 'Social cues 'gate' what and when children learn from language input.'…”

Section: Multiple Components Underpinning Statistical Learningmentioning

confidence: 99%

The multi-component nature of statistical learning

Arciuli¹

2017

Phil. Trans. R. Soc. B

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“…On the one hand, previous research has shown that gaze cues lead to more reflexive attentional responses compared to arrows (Friesen, Ristic, & Kingstone, 2004), that gaze-triggered attention results in better learning compared to saliencetriggered attention (Wu & Kirkham, 2010), and that even toddlers readily use gaze to infer novel word meanings (Baldwin, 1993). Thus, it could be that gaze is an especially effective cue for constraining word learning since it communicates a speaker's referential intent and is a particularly good way to guide attention.…”

Section: Relationship To Previous Workmentioning

confidence: 99%

Gaze and Cross-situational Word Learning

MacDonald¹,

Yurovsky²,

Frank³

2017

Preprint

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Because children hear language in environments that contain many things to talk about, learning the meaning of even the simplest word requires making inferences under uncertainty. A crosssituational statistical learner can aggregate across naming events to form stable word-referent mappings, but this approach neglects an important source of information that can reduce referential uncertainty: social cues from speakers (e.g., eye gaze). In four large-scale experiments with adults, we tested the effects of varying referential uncertainty in cross-situational word learning using social cues. Social cues shifted learners away from tracking multiple hypotheses and towards storing only a single hypothesis (Experiments 1 and 2). In addition, learners were sensitive to graded changes in the strength of a social cue, and when it became less reliable, they were more likely to store multiple hypotheses (Experiment 3). Finally, learners stored fewer word-referent mappings in the presence of a social cue even when given the opportunity to visually inspect the objects for the same amount of time (Experiment 4). Taken together, our data suggest that the representations underlying cross-situational word learning of concrete object labels are quite flexible: In conditions of greater uncertainty, learners store a broader range of information.

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“…In order to conceptually organise objects and events, infants need to develop an understanding that some sights and sounds belong together (Lewkowicz 2000;Prince and Hollich 2005;Wu and Kirkham 2010). Cross-modal binding provides a unified representation of a visual percept with an associated sound, so that 'both are effortlessly perceived as being aspects of a single event' (Roskies 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

Music in infant-directed digital video discs: a content analysis

Brooks

2014

Music Education Research

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A rapidly growing industry creates and markets a vast range of screen media products designed specifically for babies and children under the age of three. Marketing of these products targets parents and is based on both implicit and explicit educational claims. Although the majority of products target literacy and numeracy, music presentations are also available. Thirteen DVDs with titles implying a contribution to young children's musical development and education are the focus of this paper. Using ethnographic content analysis, they were examined in light of their repertoire; representations of the multimodal and interactional nature of young children's musical experiences; the developing intermodal perception of infants and toddlers; and the formal production features used to elicit attention. Observations of young children viewing the DVDs and semi-structured interviews with their mothers allowed data triangulation. DVDs found to provide the most valuable presentations for babies offer a variety of repertoire that includes singing and the use of acoustic instruments; model musical interactions between babies and others; and are temporally synchronous and audio-visually congruent. Producers of infant-directed media must consider the developmental needs of young children if their productions are to play a positive role in the musical lives of young children.

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No two cues are alike: Depth of learning during infancy is dependent on what orients attention

Cited by 93 publications

References 49 publications

The multi-component nature of statistical learning

The multi-component nature of statistical learning

Gaze and Cross-situational Word Learning

Music in infant-directed digital video discs: a content analysis

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