Eiteljörge, Sarah

[["dc.contributor.author","Eiteljoerge, Sarah F. V."],["dc.contributor.author","Adam, Maurits"],["dc.contributor.author","Elsner, Birgit"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2019-07-24T11:30:26Z"],["dc.date.available","2019-07-24T11:30:26Z"],["dc.date.issued","2018"],["dc.description.abstract","Communication with young children is often multimodal in nature, involving, for example, language and actions. This multimodal input supports language learning when it highlights the connection of word and object. But multimodal input can also guide the child’s attention away from the language input, and thus, exacerbate learning. In the current study, we therefore examined the influence of semantic consistency of actions on early word learning. Children (18 months, 30 months, 36 - 48 months) and adults were presented with two novel objects and their novel labels while different actions were performed on these objects, such that the pairing of actions and objects was either consistent (Consistent group) or varied across trials (Inconsistent group). At test, participants saw both objects and heard one of the labels to examine participants’ target looking upon hearing its label. Only 3- to 4-year-olds and adults learned word-object associations with the children benefiting from consistent and adults from the inconsistent action presentations. Thus, consistency in the multimodal input facilitated word learning in early childhood. In terms of a dynamic systems account of word learning, our study shows how multimodal learning settings interact with the child’s perceptual abilities, and how the interaction can therefore shape the learning experience."],["dc.identifier.doi","10.31234/osf.io/btkg8"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62008"],["dc.language.iso","en"],["dc.title","Semantic consistency of actions influences young children’s word learning"],["dc.type","preprint"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.contributor.author","Adam, Maurits"],["dc.contributor.author","Eiteljoerge, Sarah F. V."],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Elsner, Birgit"],["dc.date.accessioned","2019-07-24T11:28:35Z"],["dc.date.available","2019-07-24T11:28:35Z"],["dc.date.issued","2018"],["dc.description.abstract","When infants and caregivers interact with each other, a lot of information in the language and the action domain is shared between them. Past research shows that from the first year of life, infants' abilities to process language and action information develop significantly. However, a lot of the research focussed on the language and the action domain in isolation, without investigating in which ways these two domains might inform each other. A growing body of research suggests that verbal information can hinder or facilitate childrens' goal anticipation, but the mechanisms involved are not yet completely understood. The current study investigated the impact of different verbal information in the form of nouns, verbs, or unspecific information, on 14- and 24- month-olds' goal anticipation during observation of a human grasping action. There was no differential effect of language cues on goal anticipation, and also no hindering or facilitating effect could be found in either age group. The results are discussed with respect to current literature and address the need of further fine-grained analyses of the impact of language cues on early action processing."],["dc.identifier.doi","10.31234/osf.io/qazws"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62007"],["dc.language.iso","en"],["dc.title","The impact of verbal cues on 14- and 24-month-olds' visual action anticipation"],["dc.type","preprint"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]