Megan M Saylor
Dados Biográficos
| ID | 5450168 |
|---|---|
| NOME | Megan M Saylor |
| PRENOMES | Megan M |
| SOBRENOME | Saylor |
| ASSINATURA | SAYLOR M M |
| AFILIAÇÕES | Vanderbilt University |
| ORCID | 0000-0002-8567-5730 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Does Asking Questions Help Preschoolers Retain More Words Than Listening
Children appear well positioned to use questions as a tool to learn words. We investigate whether asking questions improves children’s word retention compared to listening. Four- to six-year-olds ( N = 64, English speaking) were randomly assigned to a Question-Asking or a Listening condition. In both conditions, children were asked to retrieve a novel object from an array of novel objects. In the Question-Asking condition, children were given tim…
Twelve-Month-Old Infants Respond to Speech About Absent Inaccessible Objects
This article investigated the interplay of 12-month-old infants’ perception of affordances for locomotion and their ability to respond to the mention of hidden objects. In Experiment I, a toy was hidden in an ottoman that was placed on a cabinet out of infants’ reach. Infants were more likely to look at, point to or approach the ottoman when there were stairs leading to it than when there were none. The stairs did not help infants respond by high…
Infants Use Category Label Knowledge to Interpret Absent Reference
This research investigated infants’ (16 and 20 months) use of category information in responding to references to absent objects. Infants were asked to find an object in the box (e.g., “Find an apple!”). When allowed to search, they found either an object from the mentioned category (a plastic apple) or a different object. Infants in both age groups searched again in the box trying to find another object more often on nonreferent than on referent…
Differences in how monolingual and bilingual children learn second labels for familiar objects
Monolingual children sometimes resist learning second labels for familiar objects. One explanation is that they are guided by word learning constraints that lead to the assumption that objects have only one name. It is less clear whether bilingual children observe this constraint. In the current study, we test the hypothesis that bilingual children might be more willing to accept second labels for objects and ask how they are affected by differen…
Object Locations, Identity and Absent Reference Understanding at 12 Months
Spatial and contextual information plays an organizing role in many cognitive processes including object individuation and memory retrieval. Recently, attention has been drawn to the fact that changes in an object's location negatively affect infants' learning in different domains. One example is that prestudy exposure to a target object in a nontest location disrupts infants' ability to locate that object when it is hidden in a test room. In the…
Four- and six-year-olds use pragmatic competence to guide word learning
The present study investigates whether four- and six-year-old children use pragmatic competence as a criterion for learning from someone else. Specifically, we ask whether children use others' adherence to Gricean maxims to determine whether they will offer valid labels for novel objects. Six-year-olds recognized adherence to the maxims of quality and relation and subsequently trusted the labels provided by a maxim adherer. Four-year-olds display…
When familiar is not better
Three experiments that demonstrate a novel constraint on infants' language skills are described. Across the experiments it is shown that as babies near their 1st birthday, their ability to respond to talk about an absent object is influenced by a referent's spatiotemporal history: familiarizing infants with an object in 1 or several nontest locations before the study interferes with their ability to respond to talk about the object when it is out…
Talking about the near and dear
The present research investigated the role of familiarity and proximity in infants' comprehension of displaced speech. When 13- and 16-month-old infants heard a researcher talk about a familiar person immediately after she left the room, they showed comprehension of the name by looking, pointing, or searching for the person in question. The majority of 16-month-olds were also able to reveal comprehension of the reference to the absent person afte…
Social audiences can disrupt learning by teaching
Direct and indirect cues to knowledge states during word learning
The present study investigated three-year-olds' sensitivity to direct and indirect cues to others' knowledge states for word learning purposes. Children were given either direct, physical cues to knowledge or indirect, verbal cues to knowledge. Preschoolers revealed a better ability to learn words from a speaker following direct, physical cues to their knowledge state. Implications for children's emerging pragmatic competence are discussed
Infants' ability to parse continuous actions
In a series of 3 experiments, the authors examined 6- and 8-month-old infants' capacities to detect target actions in a continuous action sequence. In Experiment 1, infants were habituated to 2 different target actions and subsequently were presented with 2 continuous action sequences that either included or did not include the familiar target actions. Infants looked significantly longer at the sequences that were novel. Experiment 2 presented th…
Infants interpret ambiguous requests for absent objects
The current studies investigated 2 skills involved in 14- to 20- month-olds' ability to interpret ambiguous requests for absent objects: tracking others' experiences (Study 1) and representing links between speakers and object features across present and absent reference episodes (Study 2). In the basic task, 2 experimenters played separately with a different ball. The balls were placed in opaque containers. One experimenter asked infants to retr…
Contents Vol. 49, 2006
Acknowlegment
Knowing Others in the First Year of Life
Review Articles| January 18 2007 Knowing Others in the First Year of Life: Essay Review of Infants' Sense of People: Precursors to a Theory of Mind by Maria Legerstee Subject Area: Psychiatry and Psychology , Women's and Children's Health Jodie A. Baird; Jodie A. Baird aVillanova University, Villanova, Pa., and Search for other works by this author on: This Site PubMed Google Scholar Megan M. Saylor Megan M. Saylor bVanderbilt University, Nashvil…
Discussing those not present
The ability to understand references to the absent enables conversation to move beyond the here-and-now to matters distant in both space and time. Such understanding requires appreciating the relation between language and communicative intent: one must recognize speakers' intentions to use language to converge on a shared conversational focus that is at least somewhat independent of the current context. Despite its centrality to language developm…
Children use whole-part juxtaposition as a pragmatic cue to word meaning
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtapo…
Time-stability and adjective use by child and adult English speakers
English is a language with a large, homogeneous class of adjectives. English speakers can choose to use a property term as part of a noun phrase (e.g., 'The big man') or adjectival predicate (e.g., 'He is a big man'). Speech samples from natural interactions between three English-speaking children (Abe, Adam and Sarah included in the CHILDES corpus, MacWhinney 1995) and their caretakers were evaluated for any correspondence between the semantic n…
Children use whole-part juxtaposition as a pragmatic cue to word meaning
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtapo…
Infants interpret ambiguous requests for absent objects
The current studies investigated 2 skills involved in 14- to 20- month-olds' ability to interpret ambiguous requests for absent objects: tracking others' experiences (Study 1) and representing links between speakers and object features across present and absent reference episodes (Study 2). In the basic task, 2 experimenters played separately with a different ball. The balls were placed in opaque containers. One experimenter asked infants to retr…
Infants' ability to parse continuous actions
In a series of 3 experiments, the authors examined 6- and 8-month-old infants' capacities to detect target actions in a continuous action sequence. In Experiment 1, infants were habituated to 2 different target actions and subsequently were presented with 2 continuous action sequences that either included or did not include the familiar target actions. Infants looked significantly longer at the sequences that were novel. Experiment 2 presented th…
When familiar is not better
Three experiments that demonstrate a novel constraint on infants' language skills are described. Across the experiments it is shown that as babies near their 1st birthday, their ability to respond to talk about an absent object is influenced by a referent's spatiotemporal history: familiarizing infants with an object in 1 or several nontest locations before the study interferes with their ability to respond to talk about the object when it is out…
Social audiences can disrupt learning by teaching
Time-stability and adjective use by child and adult English speakers
English is a language with a large, homogeneous class of adjectives. English speakers can choose to use a property term as part of a noun phrase (e.g., 'The big man') or adjectival predicate (e.g., 'He is a big man'). Speech samples from natural interactions between three English-speaking children (Abe, Adam and Sarah included in the CHILDES corpus, MacWhinney 1995) and their caretakers were evaluated for any correspondence between the semantic n…
Children use whole-part juxtaposition as a pragmatic cue to word meaning
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtapo…
Discussing those not present
The ability to understand references to the absent enables conversation to move beyond the here-and-now to matters distant in both space and time. Such understanding requires appreciating the relation between language and communicative intent: one must recognize speakers' intentions to use language to converge on a shared conversational focus that is at least somewhat independent of the current context. Despite its centrality to language developm…
Contents Vol. 49, 2006
Acknowlegment
Knowing Others in the First Year of Life
Review Articles| January 18 2007 Knowing Others in the First Year of Life: Essay Review of Infants' Sense of People: Precursors to a Theory of Mind by Maria Legerstee Subject Area: Psychiatry and Psychology , Women's and Children's Health Jodie A. Baird; Jodie A. Baird aVillanova University, Villanova, Pa., and Search for other works by this author on: This Site PubMed Google Scholar Megan M. Saylor Megan M. Saylor bVanderbilt University, Nashvil…
Infants interpret ambiguous requests for absent objects
The current studies investigated 2 skills involved in 14- to 20- month-olds' ability to interpret ambiguous requests for absent objects: tracking others' experiences (Study 1) and representing links between speakers and object features across present and absent reference episodes (Study 2). In the basic task, 2 experimenters played separately with a different ball. The balls were placed in opaque containers. One experimenter asked infants to retr…
Direct and indirect cues to knowledge states during word learning
The present study investigated three-year-olds' sensitivity to direct and indirect cues to others' knowledge states for word learning purposes. Children were given either direct, physical cues to knowledge or indirect, verbal cues to knowledge. Preschoolers revealed a better ability to learn words from a speaker following direct, physical cues to their knowledge state. Implications for children's emerging pragmatic competence are discussed
Infants' ability to parse continuous actions
In a series of 3 experiments, the authors examined 6- and 8-month-old infants' capacities to detect target actions in a continuous action sequence. In Experiment 1, infants were habituated to 2 different target actions and subsequently were presented with 2 continuous action sequences that either included or did not include the familiar target actions. Infants looked significantly longer at the sequences that were novel. Experiment 2 presented th…
Social audiences can disrupt learning by teaching
Four- and six-year-olds use pragmatic competence to guide word learning
The present study investigates whether four- and six-year-old children use pragmatic competence as a criterion for learning from someone else. Specifically, we ask whether children use others' adherence to Gricean maxims to determine whether they will offer valid labels for novel objects. Six-year-olds recognized adherence to the maxims of quality and relation and subsequently trusted the labels provided by a maxim adherer. Four-year-olds display…
When familiar is not better
Three experiments that demonstrate a novel constraint on infants' language skills are described. Across the experiments it is shown that as babies near their 1st birthday, their ability to respond to talk about an absent object is influenced by a referent's spatiotemporal history: familiarizing infants with an object in 1 or several nontest locations before the study interferes with their ability to respond to talk about the object when it is out…
Talking about the near and dear
The present research investigated the role of familiarity and proximity in infants' comprehension of displaced speech. When 13- and 16-month-old infants heard a researcher talk about a familiar person immediately after she left the room, they showed comprehension of the name by looking, pointing, or searching for the person in question. The majority of 16-month-olds were also able to reveal comprehension of the reference to the absent person afte…
Object Locations, Identity and Absent Reference Understanding at 12 Months
Spatial and contextual information plays an organizing role in many cognitive processes including object individuation and memory retrieval. Recently, attention has been drawn to the fact that changes in an object's location negatively affect infants' learning in different domains. One example is that prestudy exposure to a target object in a nontest location disrupts infants' ability to locate that object when it is hidden in a test room. In the…
Differences in how monolingual and bilingual children learn second labels for familiar objects
Monolingual children sometimes resist learning second labels for familiar objects. One explanation is that they are guided by word learning constraints that lead to the assumption that objects have only one name. It is less clear whether bilingual children observe this constraint. In the current study, we test the hypothesis that bilingual children might be more willing to accept second labels for objects and ask how they are affected by differen…
Infants Use Category Label Knowledge to Interpret Absent Reference
This research investigated infants’ (16 and 20 months) use of category information in responding to references to absent objects. Infants were asked to find an object in the box (e.g., “Find an apple!”). When allowed to search, they found either an object from the mentioned category (a plastic apple) or a different object. Infants in both age groups searched again in the box trying to find another object more often on nonreferent than on referent…
Twelve-Month-Old Infants Respond to Speech About Absent Inaccessible Objects
This article investigated the interplay of 12-month-old infants’ perception of affordances for locomotion and their ability to respond to the mention of hidden objects. In Experiment I, a toy was hidden in an ottoman that was placed on a cabinet out of infants’ reach. Infants were more likely to look at, point to or approach the ottoman when there were stairs leading to it than when there were none. The stairs did not help infants respond by high…
Does Asking Questions Help Preschoolers Retain More Words Than Listening
Children appear well positioned to use questions as a tool to learn words. We investigate whether asking questions improves children’s word retention compared to listening. Four- to six-year-olds ( N = 64, English speaking) were randomly assigned to a Question-Asking or a Listening condition. In both conditions, children were asked to retrieve a novel object from an array of novel objects. In the Question-Asking condition, children were given tim…
Psychology (16 obras) · Child and Animal Learning Development (12 obras) · Cognitive psychology (11 obras) · Developmental psychology (10 obras) · Linguistics (10 obras) · Language Development and Disorders (9 obras) · Communication (5 obras) · Computer Science (4 obras) · Hearing Impairment and Communication (4 obras) · Reading and Literacy Development (4 obras)