Transition from Novelty to Familiarity Preference Depending on Recognition Performance by 4-Yr.-Olds

Uehara, Izumi

doi:10.2466/pr0.2000.87.3.837

Cited by 13 publications

(8 citation statements)

References 41 publications

(16 reference statements)

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“…The current findings suggest that this shift to familiarity preference occurs some time before 42 months, so that familiarity preferences are robust by 42 months of age. Several previous studies also suggest that 4 years of age could be a critical time for displaying familiarity rather than novelty preferences (Cain, Baker‐Ward, & Eaton, 2005; Uehara, 2000).…”

Section: Discussionmentioning

confidence: 94%

“…Children in the current study looked longer at the facial expression to which they had been familiarized rather than at the novel facial expression for all four emotion pairs. Although infants generally prefer novel stimuli in the VPC task, there is evidence supporting adults’ and older children’s preferences for familiar stimuli (e.g., Kunst‐Wilson & Zajonc, 1980; Leder, 2001; Uehara, 2000). For example, studies examining children aged 5 years and older have reported that they show familiarity preferences for letters and words (Busse & Seraydarian, 1978; Colman, Walley, & Sluckin, 1975; Sluckin, Miller, & Franklin, 1973).…”

Section: Discussionmentioning

confidence: 99%

“…For example, studies examining children aged 5 years and older have reported that they show familiarity preferences for letters and words (Busse & Seraydarian, 1978; Colman, Walley, & Sluckin, 1975; Sluckin, Miller, & Franklin, 1973). The evidence for both a preference for novelty in young children and a preference for familiarity in older children and adults suggests that a bias toward novelty may gradually shift to a bias toward familiarity over the course of childhood (Uehara, 2000). The current findings suggest that this shift to familiarity preference occurs some time before 42 months, so that familiarity preferences are robust by 42 months of age.…”

Section: Discussionmentioning

confidence: 99%

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The Effects of Early Institutionalization on the Discrimination of Facial Expressions of Emotion in Young Children

Jeon

Moulson

Zeanah

et al. 2010

Infancy

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The current study examined the effects of institutionalization on the discrimination of facial expressions of emotion in 3 groups of 42-month-old children. One group consisted of children abandoned at birth who were randomly assigned to Care as Usual (institutional care) following a baseline assessment. Another group consisted of children abandoned at birth who were randomly assigned to high-quality foster care following a baseline assessment. A third group consisted of never-institutionalized children who were reared by their biological parents. All children were familiarized to happy, sad, fearful, and neutral facial expressions and tested on their ability to discriminate familiar versus novel facial expressions. Contrary to our prediction, all three groups of children were equally able to discriminate among the different expressions. Furthermore, in contrast to findings at 13–30 months of age, these same children showed familiarity rather than novelty preferences toward different expressions. There were also asymmetries in children’s discrimination of facial expressions depending on which facial expression served as the familiar versus the novel stimulus. Collectively, early institutionalization appears not to impact the development of the ability to discriminate facial expressions of emotion, at least when preferential looking serves as the dependent measure. These findings are discussed in the context of the myriad domains that are affected by early institutionalization.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The Effects of Early Institutionalization on the Discrimination of Facial Expressions of Emotion in Young Children

Jeon

Moulson

Zeanah

et al. 2010

Infancy

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“…Using longitudinal methods, the present study aimed to investigate whether there is a relationship between infantile amnesia and certain memory-related linguistic milestones in autobiographical memory. Specifically, this study examined the question of when originally retained memories for events experienced before 3–4 years of age disappear from consciousness (i.e., the onset of infantile amnesia) and whether the onset of infantile amnesia is related to children’s ability to verbally acknowledge past events (assumed to occur typically between the ages of 3 and 4 years [ 31 ]). This ability does not simply reflect language proficiency.…”

Section: Introductionmentioning

confidence: 99%

Developmental Changes in Memory-Related Linguistic Skills and Their Relationship to Episodic Recall in Children

Uehara

2015

PLoS ONE

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This longitudinal study of nine children examined two issues concerning infantile amnesia: the time at which memories for events experienced before the age of 3–4 years disappear from consciousness and whether this timing of memory loss is related to the development of specific aspects of episodic and autobiographical memory. This study followed children from infancy to early childhood and examined the central role of three verbal–cognitive milestones related to autobiographical memory: the age at which children begin to report autobiographical memories using the past tense (Milestone 1); the age at which they begin to verbally acknowledge past events (Milestone 2); and the age at which they begin to spontaneously use memory-related verbs (Milestone 3). As expected, memories of events that occurred before 3–4 years of age were affected by infantile amnesia. Achievement of these milestones followed almost the same developmental progression: Milestone 1 (1 year; 10 months (1;10) to 3 years; 4 months (3;4)) was followed by Milestones 2 (3;1 to 4;0) and 3 (3;5 to 4;4). Milestone 2 was typically related to the onset of infantile amnesia, whereas Milestone 1 occurred during the period for which the children became amnesic as they aged. These data suggest that linguistic meta-cognitive awareness of personal memory is the key feature in infantile amnesia.

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“…In developmental research, novelty is often behaviorally identified by either a motor movement toward a new stimulus or an increased total looking time at an unfamiliar object. As an item becomes more and more familiar and the representation in memory is strengthened, time to orient toward that item and total time spent looking toward it diminish systematically (Bornstein & Mash, 2010;Fantz, 1964;Uehara, 2000). When two items are paired, children often orient to the item that is relatively more novel.…”

Section: Defining Novelty and Knowledgementioning

confidence: 99%

The role of vocabulary knowledge and novelty biases in word learning

Kucker¹

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In order to learn a new word, a young child must extricate the correct object from multiple possible items in front of them, make an initial association between the specific word-form and the particular referent, robustly link the new word and referent and integrate the new word into their lexicon. Recent research suggests processes that focus attention on the most novel objects in a complex environment, as well as the child's own developing vocabulary play critical roles in this process. This thesis aims to understand the influence of novelty and prior vocabulary knowledge on referent selection and how the interaction of novelty and knowledge can lead to word learning. A series of empirical studies first probed the use of children's endogenous novelty bias in a referent selection task, and then explored how the use of novelty was related to retention of newly mapped word-referent pairs. A second set of studies explored children's use of vocabulary knowledge in ambiguous learning situations by varying the strength of knowledge for competing items present during novel word learning. Finally, a Hebbian Normalized Recurrent Network model was used to explore the underlying associative process of referent selection and retention in novelty-or knowledge-based word learning tasks. Counter to prior work, results here suggest that novelty can override knowledge and in fact, be a detriment to word learning. Children demonstrate a novelty bias across multiple contexts and tasks, but the dominant use of novelty does not translate to retention and does not appear to implicate the use of the child's lexicon. As novelty diminishes and vocabulary knowledge increases, some children can overcome this bias and demonstrate retention for new word-referent pairs. Moreover, the results also suggest viii TABLE OF CONTENTS LIST OF TABLES .

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Transition from Novelty to Familiarity Preference Depending on Recognition Performance by 4-Yr.-Olds

Cited by 13 publications

References 41 publications

The Effects of Early Institutionalization on the Discrimination of Facial Expressions of Emotion in Young Children

The Effects of Early Institutionalization on the Discrimination of Facial Expressions of Emotion in Young Children

Developmental Changes in Memory-Related Linguistic Skills and Their Relationship to Episodic Recall in Children

The role of vocabulary knowledge and novelty biases in word learning

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