Mani, Nivedita

[["dc.bibliographiccitation.firstpage","e0240519"],["dc.bibliographiccitation.issue","12"],["dc.bibliographiccitation.journal","PLoS One"],["dc.bibliographiccitation.volume","15"],["dc.contributor.author","Ackermann, Lena"],["dc.contributor.author","Lo, Chang Huan"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Mayor, Julien"],["dc.contributor.editor","Kempe, Vera"],["dc.date.accessioned","2021-04-14T08:31:50Z"],["dc.date.available","2021-04-14T08:31:50Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.1371/journal.pone.0240519"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/17804"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/83725"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.notes.intern","Merged from goescholar"],["dc.relation.eissn","1932-6203"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","Word learning from a tablet app: Toddlers perform better in a passive context"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","1432"],["dc.bibliographiccitation.issue","96"],["dc.bibliographiccitation.journal","Frontiers in Psychology"],["dc.bibliographiccitation.volume","7"],["dc.contributor.author","Kriukova, Olga"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:51:35Z"],["dc.date.available","2017-09-07T11:51:35Z"],["dc.date.issued","2016"],["dc.description.abstract","Listeners are sensitive to the metric structure of words, i.e., an alternating pattern of stressed and unstressed syllables, in auditory speech processing: Event-related potentials recorded as participants listen to a sequence of words with a consistent metrical pattern, e.g., a series of trochaic words, suggest that participants register words metrically incongruent with the preceding sequence. Here we examine whether the processing of individual words in silent reading is similarly impacted by rhythmic properties of the surrounding context. We recorded participants\\’ EEG as they read lists of either three trochaic or iambic disyllabic words followed by a target word that was either congruent or incongruent with the preceding metric pattern. Event-Related Potentials (ERPs) to targets were modulated by an interaction between metrical structure (iambic vs. trochaic) and congruence: for iambs, more positive ERPs were observed in the incongruent than congruent condition 250–400 ms and 400–600 ms post-stimulus, whereas no reliable impact of congruence was found for trochees. We suggest that when iambs are in an incongruent context, i.e., preceded by trochees, the context contains the metrical structure that is more typical in participants\\’ native language which facilitates processing relative to when they are presented in a congruent context, containing the less typical, i.e., iambic, metrical structure. The results provide evidence that comprehenders are sensitive to the prosodic properties of the context even in silent reading, such that this sensitivity impacts lexico-semantic processing of individual words."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2016"],["dc.identifier.doi","10.3389/fpsyg.2016.01432"],["dc.identifier.gro","3150998"],["dc.identifier.pmid","27713718"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/13777"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7806"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.publisher","Frontiers Media S.A."],["dc.relation.eissn","1664-1078"],["dc.relation.issn","1664-1078"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Processing Metrical Information in Silent Reading: An ERP Study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","908"],["dc.bibliographiccitation.issue","7"],["dc.bibliographiccitation.journal","Psychological Science"],["dc.bibliographiccitation.lastpage","913"],["dc.bibliographiccitation.volume","21"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Plunkett, Kim"],["dc.date.accessioned","2017-09-07T11:51:36Z"],["dc.date.available","2017-09-07T11:51:36Z"],["dc.date.issued","2010"],["dc.description.abstract","Do infants implicitly name visually fixated objects whose names are known, and does this information influence their preference for looking at other objects? We presented 18-month-old infants with a picture-based phonological priming task and examined their recognition of named targets in primed (e.g., dog-door) and unrelated (e.g., dog-boat) trials. Infants showed better recognition of the target object in primed than in unrelated trials across three measures. As the prime image was never explicitly named during the experiment, the only explanation for the systematic influence of the prime image on target recognition is that infants, like adults, can implicitly name visually fixated images and that these implicitly generated names can prime infants’ subsequent responses in a paired visual-object spoken-word-recognition task."],["dc.identifier.doi","10.1177/0956797610373371"],["dc.identifier.gro","3151001"],["dc.identifier.pmid","20519485"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/13033"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7810"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.relation.issn","0956-7976"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","In the Infant’s Mind’s Ear"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Developmental Science"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Schreiner, Melanie S."],["dc.contributor.author","Brase, Julia"],["dc.contributor.author","Köhler, Katrin"],["dc.contributor.author","Strassen, Katrin"],["dc.contributor.author","Postin, Danilo"],["dc.contributor.author","Schultze, Thomas"],["dc.date.accessioned","2021-04-14T08:28:19Z"],["dc.date.available","2021-04-14T08:28:19Z"],["dc.date.issued","2021"],["dc.description.abstract","Abstract Developmental research, like many fields, is plagued by low sample sizes and inconclusive findings. The problem is amplified by the difficulties associated with recruiting infant participants for research as well as the increased variability in infant responses. With sequential testing designs providing a viable alternative to paradigms facing such issues, the current study implemented a Sequential Bayes Factor (SBF) design on three findings in the developmental literature. In particular, using the framework described by Schönbrödt and colleagues (2017), we examined infants’ sensitivity to mispronunciations of familiar words, their learning of novel word‐object associations from cross‐situational learning paradigms, and their assumption of mutual exclusivity in assigning novel labels to novel objects. We tested an initial sample of 20 participants in each study, incrementally increasing sample size by one and computing a Bayes Factor with each additional participant. In one study, we were able to obtain moderate evidence for the alternate hypotheses despite testing less than half the number of participants as in the original study. We did not replicate the findings of the cross‐situational learning study. Indeed, the data were five times more likely under the null hypothesis, allowing us to conclude that infants did not recognize the trained word‐object associations presented in the task. We discuss these findings in light of the advantages and disadvantages of using a SBF design in developmental research while also providing researchers with an account of how we implemented this design across multiple studies."],["dc.description.abstract","Results of the sequential Bayesian analysis of the mispronunciation effect. image"],["dc.description.sponsorship","Leibniz ScienceCampus Primate Cognition"],["dc.identifier.doi","10.1111/desc.13097"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/82567"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","1467-7687"],["dc.relation.issn","1363-755X"],["dc.rights","This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited."],["dc.title","Sequential Bayes Factor designs in developmental research: Studies on early word learning"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Frontiers in Psychology"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Panizza, Daniele"],["dc.contributor.author","Onea, Edgar"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2022-01-11T14:07:47Z"],["dc.date.available","2022-01-11T14:07:47Z"],["dc.date.issued","2021"],["dc.identifier.doi","10.3389/fpsyg.2021.777595"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/97869"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-507"],["dc.publisher","Frontiers Media S.A."],["dc.relation.doi","10.3389/fpsyg.2021.657408"],["dc.relation.eissn","1664-1078"],["dc.relation.iserratumof","/handle/2/94469"],["dc.rights","http://creativecommons.org/licenses/by/4.0/"],["dc.title","Corrigendum: Early ERP Evidence for Children's and Adult's Sensitivity to Scalar Implicatures Triggered by Existential Quantifiers (Some)"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","erratum_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Frontiers in Psychology"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Panizza, Daniele"],["dc.contributor.author","Onea, Edgar"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2021-12-01T09:22:43Z"],["dc.date.available","2021-12-01T09:22:43Z"],["dc.date.issued","2021"],["dc.description.abstract","How quickly do children and adults interpret scalar lexical items in speech processing? The current study examined interpretation of the scalar terms some vs. all in contexts where either the stronger ( some = not all ) or the weaker interpretation was permissible ( some allows all ). Children and adults showed increased negative deflections in brain activity following the word some in some -infelicitous versus some -felicitous contexts. This effect was found as early as 100 ms across central electrode sites (in children), and 300–500 ms across left frontal, fronto-central, and centro-parietal electrode sites (in children and adults). These results strongly suggest that young children (aged between 3 and 4 years) as well as adults quickly have access to the contextually appropriate interpretation of scalar terms."],["dc.description.abstract","How quickly do children and adults interpret scalar lexical items in speech processing? The current study examined interpretation of the scalar terms some vs. all in contexts where either the stronger ( some = not all ) or the weaker interpretation was permissible ( some allows all ). Children and adults showed increased negative deflections in brain activity following the word some in some -infelicitous versus some -felicitous contexts. This effect was found as early as 100 ms across central electrode sites (in children), and 300–500 ms across left frontal, fronto-central, and centro-parietal electrode sites (in children and adults). These results strongly suggest that young children (aged between 3 and 4 years) as well as adults quickly have access to the contextually appropriate interpretation of scalar terms."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2021"],["dc.identifier.doi","10.3389/fpsyg.2021.657408"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/94469"],["dc.notes.intern","DOI-Import GROB-478"],["dc.relation.eissn","1664-1078"],["dc.rights","CC BY 4.0"],["dc.title","Early ERP Evidence for Children’s and Adult’s Sensitivity to Scalar Implicatures Triggered by Existential Quantifiers (Some)"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","1415"],["dc.bibliographiccitation.firstpage","1"],["dc.bibliographiccitation.journal","Frontiers in Psychology"],["dc.bibliographiccitation.lastpage","12"],["dc.bibliographiccitation.volume","5"],["dc.contributor.author","Von Holzen, Katie"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:51:34Z"],["dc.date.available","2017-09-07T11:51:34Z"],["dc.date.issued","2014"],["dc.description.abstract","Upon being presented with a familiar name-known image, monolingual infants and adults implicitly generate the image's label (Meyer et al., 2007; Mani and Plunkett, 2010, 2011; Mani et al., 2012a). Although the cross-linguistic influences on overt bilingual production are well studied (for a summary see Colomé and Miozzo, 2010), evidence that bilinguals implicitly generate the label for familiar objects in both languages remains mixed. For example, bilinguals implicitly generate picture labels in both of their languages, but only when tested in L2 and not L1 (Wu and Thierry, 2011) or when immersed in their L2 (Spivey and Marian, 1999; Marian and Spivey, 2003a,b) but not when immersed in their L1 (Weber and Cutler, 2004). The current study tests whether bilinguals implicitly generate picture labels in both of their languages when tested in their L1 with a cross-modal ERP priming paradigm. The results extend previous findings by showing that not just do bilinguals implicitly generate the labels for visually fixated images in both of their languages when immersed in their L1, but also that these implicitly generated labels in one language can prime recognition of subsequently presented auditory targets across languages (i.e., L2–L1). The current study provides support for cascaded models of lexical access during speech production, as well as a new priming paradigm for the study of bilingual language processing."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2014"],["dc.identifier.doi","10.3389/fpsyg.2014.01415"],["dc.identifier.gro","3150982"],["dc.identifier.pmid","25538664"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/11461"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7789"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.publisher","Frontiers Media S.A."],["dc.relation.eissn","1664-1078"],["dc.relation.issn","1664-1078"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Bilinguals implicitly name objects in both their languages: an ERP study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","2015"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Scientific Reports"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Bergmann, Christina"],["dc.contributor.author","Dimitrova, Nevena"],["dc.contributor.author","Alaslani, Khadeejah"],["dc.contributor.author","Almohammadi, Alaa"],["dc.contributor.author","Alroqi, Haifa"],["dc.contributor.author","Aussems, Suzanne"],["dc.contributor.author","Barokova, Mihaela"],["dc.contributor.author","Davies, Catherine"],["dc.contributor.author","Gonzalez-Gomez, Nayeli"],["dc.contributor.author","Gibson, Shannon P."],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2022-04-01T10:00:47Z"],["dc.date.available","2022-04-01T10:00:47Z"],["dc.date.issued","2022"],["dc.description.abstract","Older children with online schooling requirements, unsurprisingly, were reported to have increased screen time during the first COVID-19 lockdown in many countries. Here, we ask whether younger children with no similar online schooling requirements also had increased screen time during lockdown. We examined children’s screen time during the first COVID-19 lockdown in a large cohort (n = 2209) of 8-to-36-month-olds sampled from 15 labs across 12 countries. Caregivers reported that toddlers with no online schooling requirements were exposed to more screen time during lockdown than before lockdown. While this was exacerbated for countries with longer lockdowns, there was no evidence that the increase in screen time during lockdown was associated with socio-demographic variables, such as child age and socio-economic status (SES). However, screen time during lockdown was negatively associated with SES and positively associated with child age, caregiver screen time, and attitudes towards children’s screen time. The results highlight the impact of the COVID-19 lockdown on young children’s screen time."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2022"],["dc.identifier.doi","10.1038/s41598-022-05840-5"],["dc.identifier.pii","5840"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/105510"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-530"],["dc.relation.eissn","2045-2322"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Young children’s screen time during the first COVID-19 lockdown in 12 countries"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","478"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Infancy"],["dc.bibliographiccitation.lastpage","499"],["dc.bibliographiccitation.volume","25"],["dc.contributor.author","Outters, Vivien"],["dc.contributor.author","Schreiner, Melanie S."],["dc.contributor.author","Behne, Tanya"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2021-04-14T08:26:35Z"],["dc.date.available","2021-04-14T08:26:35Z"],["dc.date.issued","2020"],["dc.description.abstract","Abstract Caregivers typically use an exaggerated speech register known as infant‐directed speech (IDS) in communication with infants. Infants prefer IDS over adult‐directed speech (ADS) and IDS is functionally relevant in infant‐directed communication. We examined interactions among maternal IDS quality, infants’ preference for IDS over ADS, and the functional relevance of IDS at 6 and 13 months. While 6‐month‐olds showed a preference for IDS over ADS, 13‐month‐olds did not. Differences in gaze following behavior triggered by speech register (IDS vs. ADS) were found in both age groups. The degree of infants’ preference for IDS (relative to ADS) was linked to the quality of maternal IDS infants were exposed to. No such relationship was found between gaze following behavior and maternal IDS quality and infants’ IDS preference. The results speak to a dynamic interaction between infants’ preference for different kinds of social signals and the social cues available to them."],["dc.description.sponsorship","Leibniz‐Gemeinschaft http://dx.doi.org/10.13039/501100001664"],["dc.description.sponsorship","Deutsche Forschungsgemeinschaft http://dx.doi.org/10.13039/501100001659"],["dc.identifier.doi","10.1111/infa.12334"],["dc.identifier.eissn","1532-7078"],["dc.identifier.issn","1525-0008"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/82005"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","1532-7078"],["dc.relation.issn","1525-0008"],["dc.rights","This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited."],["dc.title","Maternal input and infants’ response to infant‐directed speech"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","e0220317"],["dc.bibliographiccitation.issue","8"],["dc.bibliographiccitation.journal","PLoS One"],["dc.bibliographiccitation.volume","14"],["dc.contributor.author","Eiteljörge, Sarah F. V."],["dc.contributor.author","Adam, Maurits"],["dc.contributor.author","Elsner, Birgit"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2019-09-24T07:49:24Z"],["dc.date.available","2019-09-24T07:49:24Z"],["dc.date.issued","2019"],["dc.description.abstract","Successful communication often involves comprehension of both spoken language and observed actions with and without objects. Even very young infants can learn associations between actions and objects as well as between words and objects. However, in daily life, children are usually confronted with both kinds of input simultaneously. Choosing the critical information to attend to in such situations might help children structure the input, and thereby, allow for successful learning. In the current study, we therefore, investigated the developmental time course of children's and adults' word and action learning when given the opportunity to learn both word-object and action-object associations for the same object. All participants went through a learning phase and a test phase. In the learning phase, they were presented with two novel objects which were associated with a distinct novel name (e.g., \"Look, a Tanu\") and a distinct novel action (e.g., moving up and down while tilting sideways). In the test phase, participants were presented with both objects on screen in a baseline phase, then either heard one of the two labels or saw one of the two actions in a prime phase, and then saw the two objects again on screen in a recognition phase. Throughout the trial, participants' target looking was recorded to investigate whether participants looked at the target object upon hearing its label or seeing its action, and thus, would show learning of the word-object and action-object associations. Growth curve analyses revealed that 12-month-olds showed modest learning of action-object associations, 36-month-olds learned word-object associations, and adults learned word-object and action-object associations. These results highlight how children attend to the different information types from the two modalities through which communication is addressed to them. Over time, with increased exposure to systematic word-object mappings, children attend less to action-object mappings, with the latter potentially being mediated by word-object learning even in adulthood. Thus, choosing between different kinds of input that may be more relevant in their rich environment encompassing different modalities might help learning at different points in development."],["dc.identifier.doi","10.1371/journal.pone.0220317"],["dc.identifier.pmid","31393901"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/16366"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62444"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.eissn","1932-6203"],["dc.relation.issn","1932-6203"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Word-object and action-object association learning across early development"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]