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"]]

[["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"]]

[["dc.bibliographiccitation.artnumber","190097"],["dc.bibliographiccitation.issue","8"],["dc.bibliographiccitation.journal","Royal Society Open Science"],["dc.bibliographiccitation.volume","6"],["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","2019-08-09T07:39:00Z"],["dc.date.available","2019-08-09T07:39:00Z"],["dc.date.issued","2019"],["dc.description.abstract","Communication with young children is often multimodal in nature, involving, for example, language and actions. The simultaneous presentation of information from both domains may boost language learning by highlighting the connection between an object and a word, owing to temporal overlap in the presentation of multimodal input. However, the overlap is not merely temporal but can also covary in the extent to which particular actions co-occur with particular words and objects, e.g. carers typically produce a hopping action when talking about rabbits and a snapping action for crocodiles. The frequency with which actions and words co-occurs in the presence of the referents of these words may also impact young children’s word learning. We, therefore, examined the extent to which consistency in the co-occurrence of particular actions and words impacted children’s learning of novel word–object associations. Children (18 months, 30 months and 36–48 months) and adults were presented with two novel objects and heard their novel labels while different actions were performed on these objects, such that the particular actions and word–object pairings always co-occurred (Consistent group) or varied across trials (Inconsistent group). At test, participants saw both objects and heard one of the labels to examine whether participants recognized the target object upon hearing its label. Growth curve models revealed that 18-month-olds did not learn words for objects in either condition, and 30-month-old and 36- to 48-month-old children learned words for objects only in the Consistent condition, in contrast to adults who learned words for objects independent of the actions presented. Thus, consistency in the multimodal input influenced word learning in early childhood but not in adulthood. In terms of a dynamic systems account of word learning, our study shows how multimodal learning settings interact with the child’s perceptual abilities to shape the learning experience."],["dc.identifier.doi","10.1098/rsos.190097"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/16346"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62356"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.issn","2054-5703"],["dc.relation.issn","2054-5703"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Consistency of co-occurring actions influences young children’s word learning"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","1928"],["dc.bibliographiccitation.journal","Frontiers in Psychology"],["dc.bibliographiccitation.volume","9"],["dc.contributor.author","Eiteljoerge, Sarah F. V."],["dc.contributor.author","Pouscoulous, Nausicaa"],["dc.contributor.author","Lieven, Elena V. M."],["dc.date.accessioned","2019-07-24T11:26:11Z"],["dc.date.available","2019-07-24T11:26:11Z"],["dc.date.issued","2018"],["dc.description.abstract","Until at least 4 years of age, children, unlike adults, interpret some as compatible with all. The inability to draw the pragmatic inference leading to interpret some as not all, could be taken to indicate a delay in pragmatic abilities, despite evidence of other early pragmatic skills. However, little is known about how the production of these implicature develops. We conducted a corpus study on early production and perception of the scalar term some in British English. Children's utterances containing some were extracted from the dense corpora of five children aged 2;00 to 5;01 (N = 5,276), and analysed alongside a portion of their caregivers' utterances with some (N = 9,030). These were coded into structural and contextual categories allowing for judgments on the probability of a scalar implicature being intended. The findings indicate that children begin producing and interpreting implicatures in a pragmatic way during their third year of life, shortly after they first produce some. Their production of some implicatures is low but matches their parents' input in frequency. Interestingly, the mothers' production of implicatures also increases as a function of the children's age. The data suggest that as soon as they acquire some, children are fully competent in its production and mirror adult production. The contrast between the very early implicature production we find and the relatively late implicature comprehension established in the literature calls for an explanation; possibly in terms of the processing cost of implicature derivation. Additionally, some is multifaceted, and thus, implicatures are infrequent, and structurally and contextually constrained in both populations."],["dc.identifier.doi","10.3389/fpsyg.2018.01928"],["dc.identifier.pmid","30405468"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62006"],["dc.language.iso","en"],["dc.notes.intern","DeepGreen Import"],["dc.publisher","Frontiers Media S.A."],["dc.relation.eissn","1664-1078"],["dc.relation.issn","1664-1078"],["dc.rights","http://creativecommons.org/licenses/by/4.0/"],["dc.title","Some Pieces Are Missing: Implicature Production in Children"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]