Preschool Children's Multimodal Word Learning

Scofield, Jason; Hernandez‐Reif, Maria; Keith, Anna Beth

doi:10.1080/15248370903417662

Cited by 20 publications

(15 citation statements)

References 40 publications

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“…To our knowledge, only three previous studies of children’s manual exploration of objects have examined children’s hand movements, not in the service of vision, but for strictly haptic perceptual purposes. One of these (Scofield et al, 2009) used a simple coding scheme of three broad categories that does not allow comparison with adult exploratory hand movements. Of the remaining two previous studies, one (Schwarzer, et al, 1999) reported that children did produce three adult-like exploratory procedures (Lederman & Klatzky, 1987).…”

Section: Discussionmentioning

confidence: 99%

“…More recently, Scofield, Hernandez-Reif ,and Keith (2009) noted the hand and finger movements of children in a word-learning study. Children aged 2, 3, 4, and 5 were taught the names of novel objects experienced haptically.…”

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confidence: 99%

“…Children received one point for each category of behavior observed in each of two test trials (maximum score = 6). Scofield et al (2009) were interested in whether higher manipulation scores would be associated with better word-learning performance. Their results indicated that manipulation scores both increased with age and were significantly and positively correlated with better object name learning.…”

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Young children’s haptic exploratory procedures

Kalagher

Jones

2011

Journal of Experimental Child Psychology

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Adults vary their haptic exploratory behavior reliably with variation both in the sensory input and in the task goals. Little is known about the development of these connections between perceptual goals and exploratory behaviors. Thirty-six children 3, 4, and 5 years of age and 20 adults completed a haptic intra-modal match-to-sample task. Participants were instructed to feel the shape, texture, rigidity, or weight of a sample object, and then asked to find which of three test objects matched the sample on that specific property. Hand movements were examined to determine whether children produced the same exploratory procedures while gathering perceptual information about each property as adults who searched for the same kind of information. Children demonstrated that they had good haptic abilities in two ways: they matched the sample objects on the specified perceptual dimension at near ceiling levels, and they produced the same hand movement patterns to find the same properties as adults.

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Section: Discussionmentioning

confidence: 99%

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Young children’s haptic exploratory procedures

Kalagher

Jones

2011

Journal of Experimental Child Psychology

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“…As we wanted to focus on differences in retrieval at various time points, we decided to maximize encoding by including optimal memory supports during training. Thus, training included: multiple spaced presentations of word-referent links ( McGregor et al, 2007 ; Vlach et al, 2008 ), ostensive naming ( Horst and Samuelson, 2008 ; Axelsson et al, 2012 ), and the opportunity to handle and manipulate the objects ( Scofield et al, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months

et al. 2016

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Research on word learning has focused on children's ability to identify a target object when given the word form after a minimal number of exposures to novel word-object pairings. However, relatively little research has focused on children's ability to retrieve the word form when given the target object. The exceptions involve asking children to recall and produce forms, and children typically perform near floor on these measures. In the current study, 3-to 5-year-old children were administered a novel test of word form that allowed for recognition memory and manual responses. Specifically, when asked to label a previously trained object, children were given three forms to choose from: the target, a minimally different form, and a maximally different form. Children demonstrated memory for word forms at three post-training delays: 10 mins (short-term), 2-3 days (long-term), and 6 months to 1 year (very long-term). However, children performed worse at the very long-term delay than the other time points, and the length of the very longterm delay was negatively related to performance. When in error, children were no more likely to select the minimally different form than the maximally different form at all time points. Overall, these results suggest that children remember word forms that are linked to objects over extended post-training intervals, but that their memory for the forms gradually decreases over time without further exposures. Furthermore, memory traces for word forms do not become less phonologically specific over time; rather children either identify the correct form, or they perform at chance.

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“…The second proposal is that young children might have poor haptic perception (e.g., Milner & Bryant, 1970; Rose, et al, 1972; Scofield, Hernandez-Reif, & Keith, 2009). Two different potential deficits in haptic perception can be distinguished.…”

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Developmental change in young children’s use of haptic information in a visual task: The role of hand movements

Kalagher

Jones

2011

Journal of Experimental Child Psychology

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Preschoolers who explore objects haptically often fail to recognize those objects in subsequent visual tests. This suggests that children may represent qualitatively different information in vision and haptics, and/or that children's haptic perception may be poor. Seventy-two children from 2 ½ to 5 years and 20 adults explored unfamiliar objects either haptically or visually, then chose a visual match from among three test objects, each matching the exemplar on one perceptual dimension. All age groups chose shape-based matches after visual exploration. Five-year-olds and adults also chose shape-based matches after haptic exploration, but younger children did not match consistently in this condition. Certain hand movements performed by children during haptic exploration reliably predicted shape-based matches but occurred at very low frequencies. Thus, younger children's difficulties with haptics-to-vision information transfer appeared to stem from their failure to use their hands to obtain reliable haptic information about objects.The use of perceptual information obtained in one modality (e.g., haptics) to perform a task in another modality (e.g., vision) involves inter-modal information transfer. Inter-modal transfer allows for inter-sensory predictions -for example, anticipating what an object will look like given that you have touched but not yet seen it. Perceptual features that can be apprehended only in one modality -color, odor, and temperature -will clearly not be useful in tasks requiring inter-modal transfer. However, information about object properties like shape, texture, and rhythm can be obtained in more than one modality (Lewkowicz, 1994). Such information can also be obtained in one modality and then used for a task in a different modality. The fact that inter-modal transfer of perceptual information is possible implies that representations built from input in one sensory modality are accessible to multiple perceptual modalities (E. J. Gibson, 1969; J. Gibson, 1966).Adults appear to have no difficulty accessing novel information gathered in one perceptual modality for use in a second (e.g., Abravanel,

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Preschool Children's Multimodal Word Learning

Cited by 20 publications

References 40 publications

Young children’s haptic exploratory procedures

Young children’s haptic exploratory procedures

Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months

Developmental change in young children’s use of haptic information in a visual task: The role of hand movements

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