English- and Mandarin-learning infants’ discrimination of actions and objects in dynamic events
Bibliographic Data
| ID | 9790247 |
|---|---|
| Authors | Jie Chen (0000-0002-9254-4413, University of Michigan, corresponding author), Twila Tardif (0000-0001-8739-9090, University of Michigan), Rachel Pulverman (0000-0002-0465-797X, Delaware State University), Marianella Casasola (0000-0002-8827-5345, Cornell University), Liqi Zhu (0000-0001-6004-9672, Chinese Academy of Sciences), Xiaobei Zheng (0000-0002-6981-6417, Peking University), Xiangzhi Meng (0000-0003-1265-2332, Peking University) |
| Year | 2015 |
| Volume | 51 |
| Issue | 10 |
| Pages | 1501-1515 |
| Publication date | 2015-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0039474 |
| PMID | 26301446 |
| OpenAlex | W2409666112 |
| Language | EN |
| Citations received | 2 |
The present studies examined the role of linguistic experience in directing English and Mandarin learners' attention to aspects of a visual scene. Specifically, they asked whether young language learners in these 2 cultures attend to differential aspects of a word-learning situation. Two groups of English and Mandarin learners, 6-8-month-olds (n = 65) and 17-19-month-olds (n = 91), participated in 2 studies, based on a habituation paradigm, designed to test infants' discrimination between actions and objects in dynamic events. In Study 1, these stimuli were presented in silence, whereas in Study 2, a verbal label accompanied videos. Results showed that 6-8-month-olds could discriminate action changes but not object changes, whereas 17-19-month-olds could discriminate both types of changes. However, there were only very subtle cross-linguistic differences in these patterns when the scenes were presented together with a verbal label. These findings show strong evidence for universal developmental trends in attention, with somewhat weaker evidence that the differences in the types of words Mandarin- versus English-learning children produce or are exposed to affect attention to different aspects of a scene in the first 2 years of life
Affect (linguistics · Cognitive psychology · Developmental psychology · Habituation · Language acquisition · Linguistics · Mandarin Chinese · Object (grammar · Silence · Visual learning · Vocabulary · Word learning · Categorization, perception, and language · Child and Animal Learning Development · Communication · Language, Metaphor, and Cognition · Psychology
| Citations per year | 0.25 |
|---|---|
| Citation span | 2018 - 2021 (4) |
| Highly cited | No |