Home > Research > Publications & Outputs > Labels affect infants' object representations

Text available via DOI:

View graph of relations

Labels affect infants' object representations

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Published

Standard

Labels affect infants' object representations. / Twomey, Katherine Elizabeth.

2016. Paper presented at 1st Lancaster Conference on Infant and Child Development, Lancaster, United Kingdom.

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Harvard

Twomey, KE 2016, 'Labels affect infants' object representations', Paper presented at 1st Lancaster Conference on Infant and Child Development, Lancaster, United Kingdom, 25/08/16 - 27/08/16. https://doi.org/10.13140/RG.2.2.22396.13442

APA

Twomey, K. E. (2016). Labels affect infants' object representations. Paper presented at 1st Lancaster Conference on Infant and Child Development, Lancaster, United Kingdom. https://doi.org/10.13140/RG.2.2.22396.13442

Vancouver

Twomey KE. Labels affect infants' object representations. 2016. Paper presented at 1st Lancaster Conference on Infant and Child Development, Lancaster, United Kingdom. doi: 10.13140/RG.2.2.22396.13442

Author

Twomey, Katherine Elizabeth. / Labels affect infants' object representations. Paper presented at 1st Lancaster Conference on Infant and Child Development, Lancaster, United Kingdom.

Bibtex

@conference{a814ff46e4d84e7a8b4cc2629a95adff,
title = "Labels affect infants' object representations",
abstract = "Infants rapidly learn both linguistic and nonlinguistic representations of their environment, and begin to link these from around six months. While there is an increasing body of evidence for the effect of labels heard in-task on infants{\textquoteright} online processing, whether – as in adults – infants{\textquoteright} learned linguistic representations shape learned nonlinguistic representations is unclear. In the current study 10-month-old infants were trained over the course of a week with two 3D objects, one labeled and one unlabeled. Infants then took part in a looking time task in which 2D images of the objects were presented individually in a silent familiarization phase, followed by a preferential looking test trial. Infants looked for longer at the previously labeled stimulus than the unlabeled stimulus, and individual differences indicated that more than half of these young infants responded correctly to the label on the test trial. We interpret these results in terms of label activation and novelty preference accounts, and discuss implications for our understanding of early representational structure.",
author = "Twomey, {Katherine Elizabeth}",
year = "2016",
month = aug,
day = "25",
doi = "10.13140/RG.2.2.22396.13442",
language = "English",
note = "1st Lancaster Conference on Infant and Child Development, LCICD ; Conference date: 25-08-2016 Through 27-08-2016",

}

RIS

TY - CONF

T1 - Labels affect infants' object representations

AU - Twomey, Katherine Elizabeth

N1 - Conference code: 1

PY - 2016/8/25

Y1 - 2016/8/25

N2 - Infants rapidly learn both linguistic and nonlinguistic representations of their environment, and begin to link these from around six months. While there is an increasing body of evidence for the effect of labels heard in-task on infants’ online processing, whether – as in adults – infants’ learned linguistic representations shape learned nonlinguistic representations is unclear. In the current study 10-month-old infants were trained over the course of a week with two 3D objects, one labeled and one unlabeled. Infants then took part in a looking time task in which 2D images of the objects were presented individually in a silent familiarization phase, followed by a preferential looking test trial. Infants looked for longer at the previously labeled stimulus than the unlabeled stimulus, and individual differences indicated that more than half of these young infants responded correctly to the label on the test trial. We interpret these results in terms of label activation and novelty preference accounts, and discuss implications for our understanding of early representational structure.

AB - Infants rapidly learn both linguistic and nonlinguistic representations of their environment, and begin to link these from around six months. While there is an increasing body of evidence for the effect of labels heard in-task on infants’ online processing, whether – as in adults – infants’ learned linguistic representations shape learned nonlinguistic representations is unclear. In the current study 10-month-old infants were trained over the course of a week with two 3D objects, one labeled and one unlabeled. Infants then took part in a looking time task in which 2D images of the objects were presented individually in a silent familiarization phase, followed by a preferential looking test trial. Infants looked for longer at the previously labeled stimulus than the unlabeled stimulus, and individual differences indicated that more than half of these young infants responded correctly to the label on the test trial. We interpret these results in terms of label activation and novelty preference accounts, and discuss implications for our understanding of early representational structure.

U2 - 10.13140/RG.2.2.22396.13442

DO - 10.13140/RG.2.2.22396.13442

M3 - Conference paper

T2 - 1st Lancaster Conference on Infant and Child Development

Y2 - 25 August 2016 through 27 August 2016

ER -