How Perceived Emotions Infuence Toddlers' Word Learning

Psychology

View graph of relations

Research output: Contribution to conference - Without ISBN/ISSN › Poster

Unpublished

Standard

How Perceived Emotions Infuence Toddlers' Word Learning. / Ma, Lizhi; Twomey, Katherine; Westermann, Gert.
2018.

Research output: Contribution to conference - Without ISBN/ISSN › Poster

Bibtex

@conference{a8e9fece05034be3b6e28142857423d5,

title = "How Perceived Emotions Infuence Toddlers' Word Learning",

abstract = "Background Early word learning occurs on a background of rich environmental variability. Research indicates that infants can rapidly map words to objects and retain these mappings across repeated exposures (Carey, 1978; Smith & Yu, 2008). Aspects of the learning environment, for example visual variability, are reported to affect this ability (e.g., Axelsson & Horst, 2014; Twomey, Ma, & Westermann, 2017); importantly, nonetheless, infants also perceive social cues such as the emotional display of speakers when they learn new words (Tomasello, 2001). Evidence indicates that both emotionally positive and negative vocalisations facilitate infants{\textquoteright} recognition of words (e.g., Singh, Morgan, & White, 2004). However, how perceived emotions influence infants{\textquoteright} longer-term learning of word-object associations remains unknown.Hypotheses Based on research showing that negative emotions (e.g. fear, anger) attract more attention from infants over 7 months old (Hoehl, 2014), we assume better retention for objects labelled in a disgusted manner compared to the neutral and positive ones.",

author = "Lizhi Ma and Katherine Twomey and Gert Westermann",

year = "2018",

month = sep,

day = "6",

language = "English",

}

RIS

TY - CONF

T1 - How Perceived Emotions Infuence Toddlers' Word Learning

AU - Ma, Lizhi

AU - Twomey, Katherine

AU - Westermann, Gert

PY - 2018/9/6

Y1 - 2018/9/6

N2 - Background Early word learning occurs on a background of rich environmental variability. Research indicates that infants can rapidly map words to objects and retain these mappings across repeated exposures (Carey, 1978; Smith & Yu, 2008). Aspects of the learning environment, for example visual variability, are reported to affect this ability (e.g., Axelsson & Horst, 2014; Twomey, Ma, & Westermann, 2017); importantly, nonetheless, infants also perceive social cues such as the emotional display of speakers when they learn new words (Tomasello, 2001). Evidence indicates that both emotionally positive and negative vocalisations facilitate infants’ recognition of words (e.g., Singh, Morgan, & White, 2004). However, how perceived emotions influence infants’ longer-term learning of word-object associations remains unknown.Hypotheses Based on research showing that negative emotions (e.g. fear, anger) attract more attention from infants over 7 months old (Hoehl, 2014), we assume better retention for objects labelled in a disgusted manner compared to the neutral and positive ones.

AB - Background Early word learning occurs on a background of rich environmental variability. Research indicates that infants can rapidly map words to objects and retain these mappings across repeated exposures (Carey, 1978; Smith & Yu, 2008). Aspects of the learning environment, for example visual variability, are reported to affect this ability (e.g., Axelsson & Horst, 2014; Twomey, Ma, & Westermann, 2017); importantly, nonetheless, infants also perceive social cues such as the emotional display of speakers when they learn new words (Tomasello, 2001). Evidence indicates that both emotionally positive and negative vocalisations facilitate infants’ recognition of words (e.g., Singh, Morgan, & White, 2004). However, how perceived emotions influence infants’ longer-term learning of word-object associations remains unknown.Hypotheses Based on research showing that negative emotions (e.g. fear, anger) attract more attention from infants over 7 months old (Hoehl, 2014), we assume better retention for objects labelled in a disgusted manner compared to the neutral and positive ones.

M3 - Poster

ER -

Research