Word-object and action-object association learning across early development.

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 learnin

SUBMITTER: Eiteljoerge SFV 

PROVIDER: S-EPMC6687139 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature