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Action–effect learning in early childhood: does language matter?

Identifieur interne : 000388 ( Main/Exploration ); précédent : 000387; suivant : 000389

Action–effect learning in early childhood: does language matter?

Auteurs : Julia Karbach [Allemagne] ; Jutta Kray [Allemagne] ; Bernhard Hommel [Pays-Bas]

Source :

RBID : PMC:3114064

Abstract

Previous work showed that language has an important function for the development of action control. This study examined the role of verbal processes for action–effect learning in 4-year-old children. Participants performed an acquisition phase including a two-choice key-pressing task in which each key press (action) was followed by a particular sound (effect). Children were instructed to either (1) label their actions along with the corresponding effects, (2) verbalize task-irrelevant words, (3) or perform without verbalization. In a subsequent test phase, they responded to the same sound effects either under consistent or under inconsistent sound-key mappings. Evidence for action–effect learning was obtained only if action and effects were labeled or if no verbalization was performed, but not if children verbalized task-irrelevant labels. Importantly, action–effect learning was most pronounced when children verbalized the actions and the corresponding effects, suggesting that task-relevant verbal labeling supports the integration of event representations.


Url:
DOI: 10.1007/s00426-010-0308-1
PubMed: 20848293
PubMed Central: 3114064


Affiliations:


Links toward previous steps (curation, corpus...)


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