Action–effect learning in early childhood: does language matter?
Identifieur interne : 000048 ( Pmc/Curation ); précédent : 000047; suivant : 000049Action–effect learning in early childhood: does language matter?
Auteurs : Julia Karbach [Allemagne] ; Jutta Kray [Allemagne] ; Bernhard Hommel [Pays-Bas]Source :
- Psychological Research [ 0340-0727 ] ; 2010.
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
Links toward previous steps (curation, corpus...)
- to stream Pmc, to step Corpus: Pour aller vers cette notice dans l'étape Curation :000049
Links to Exploration step
PMC:3114064Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Action–effect learning in early childhood: does language matter?</title><author><name sortKey="Karbach, Julia" sort="Karbach, Julia" uniqKey="Karbach J" first="Julia" last="Karbach">Julia Karbach</name><affiliation wicri:level="1"><nlm:aff id="Aff1">Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken, Germany</nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken</wicri:regionArea></affiliation></author><author><name sortKey="Kray, Jutta" sort="Kray, Jutta" uniqKey="Kray J" first="Jutta" last="Kray">Jutta Kray</name><affiliation wicri:level="1"><nlm:aff id="Aff1">Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken, Germany</nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken</wicri:regionArea></affiliation></author><author><name sortKey="Hommel, Bernhard" sort="Hommel, Bernhard" uniqKey="Hommel B" first="Bernhard" last="Hommel">Bernhard Hommel</name><affiliation wicri:level="1"><nlm:aff id="Aff2">Leiden University, Leiden, The Netherlands</nlm:aff><country xml:lang="fr">Pays-Bas</country><wicri:regionArea>Leiden University, Leiden</wicri:regionArea></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">20848293</idno><idno type="pmc">3114064</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3114064</idno><idno type="RBID">PMC:3114064</idno><idno type="doi">10.1007/s00426-010-0308-1</idno><date when="2010">2010</date><idno type="wicri:Area/Pmc/Corpus">000049</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Corpus" wicri:corpus="PMC">000049</idno><idno type="wicri:Area/Pmc/Curation">000048</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Curation">000048</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Action–effect learning in early childhood: does language matter?</title><author><name sortKey="Karbach, Julia" sort="Karbach, Julia" uniqKey="Karbach J" first="Julia" last="Karbach">Julia Karbach</name><affiliation wicri:level="1"><nlm:aff id="Aff1">Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken, Germany</nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken</wicri:regionArea></affiliation></author><author><name sortKey="Kray, Jutta" sort="Kray, Jutta" uniqKey="Kray J" first="Jutta" last="Kray">Jutta Kray</name><affiliation wicri:level="1"><nlm:aff id="Aff1">Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken, Germany</nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken</wicri:regionArea></affiliation></author><author><name sortKey="Hommel, Bernhard" sort="Hommel, Bernhard" uniqKey="Hommel B" first="Bernhard" last="Hommel">Bernhard Hommel</name><affiliation wicri:level="1"><nlm:aff id="Aff2">Leiden University, Leiden, The Netherlands</nlm:aff><country xml:lang="fr">Pays-Bas</country><wicri:regionArea>Leiden University, Leiden</wicri:regionArea></affiliation></author></analytic><series><title level="j">Psychological Research</title><idno type="ISSN">0340-0727</idno><idno type="eISSN">1430-2772</idno><imprint><date when="2010">2010</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p>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.</p></div></front><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Baddeley, A" uniqKey="Baddeley A">A Baddeley</name></author><author><name sortKey="Chincotta, D" uniqKey="Chincotta D">D Chincotta</name></author><author><name sortKey="Adlam, A" uniqKey="Adlam A">A Adlam</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Bryck, Rl" uniqKey="Bryck R">RL Bryck</name></author><author><name sortKey="Mayr, U" uniqKey="Mayr U">U Mayr</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Dessalegn, B" uniqKey="Dessalegn B">B Dessalegn</name></author><author><name sortKey="Landau, B" uniqKey="Landau B">B Landau</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Diamond, A" uniqKey="Diamond A">A Diamond</name></author><author><name sortKey="Kirkham, N" uniqKey="Kirkham N">N Kirkham</name></author></analytic></biblStruct><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Eenshuistra, Rm" uniqKey="Eenshuistra R">RM Eenshuistra</name></author><author><name sortKey="Weidema, Ma" uniqKey="Weidema M">MA Weidema</name></author><author><name sortKey="Hommel, B" uniqKey="Hommel B">B Hommel</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Elsner, B" uniqKey="Elsner B">B Elsner</name></author><author><name sortKey="Hommel, B" uniqKey="Hommel B">B Hommel</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Emerson, Mj" uniqKey="Emerson M">MJ Emerson</name></author><author><name sortKey="Miyake, A" uniqKey="Miyake A">A Miyake</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Gentner, D" uniqKey="Gentner D">D Gentner</name></author><author><name sortKey="Loewenstein, J" uniqKey="Loewenstein J">J Loewenstein</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Gentner, D" uniqKey="Gentner D">D Gentner</name></author><author><name sortKey="Medina, J" uniqKey="Medina J">J Medina</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Goschke, T" uniqKey="Goschke T">T Goschke</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Greenwald, Ag" uniqKey="Greenwald A">AG Greenwald</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hermer Vazquez, L" uniqKey="Hermer Vazquez L">L Hermer-Vazquez</name></author><author><name sortKey="Spelke, Es" uniqKey="Spelke E">ES Spelke</name></author><author><name sortKey="Katsnelson, As" uniqKey="Katsnelson A">AS Katsnelson</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hommel, B" uniqKey="Hommel B">B Hommel</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hommel, B" uniqKey="Hommel B">B Hommel</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hommel, B" uniqKey="Hommel B">B Hommel</name></author><author><name sortKey="Elsner, B" uniqKey="Elsner B">B Elsner</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hommel, B" uniqKey="Hommel B">B Hommel</name></author><author><name sortKey="Musseler, J" uniqKey="Musseler J">J Müsseler</name></author><author><name sortKey="Aschersleben, G" uniqKey="Aschersleben G">G Aschersleben</name></author><author><name sortKey="Prinz, W" uniqKey="Prinz W">W Prinz</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Jacques, S" uniqKey="Jacques S">S Jacques</name></author><author><name sortKey="Zelazo, Pd" uniqKey="Zelazo P">PD Zelazo</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="James, W" uniqKey="James W">W James</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Karbach, J" uniqKey="Karbach J">J Karbach</name></author><author><name sortKey="Kray, J" uniqKey="Kray J">J Kray</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kirkham, Nz" uniqKey="Kirkham N">NZ Kirkham</name></author><author><name sortKey="Cruess, L" uniqKey="Cruess L">L Cruess</name></author><author><name sortKey="Diamond, A" uniqKey="Diamond A">A Diamond</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kray, J" uniqKey="Kray J">J Kray</name></author><author><name sortKey="Eber, J" uniqKey="Eber J">J Eber</name></author><author><name sortKey="Karbach, J" uniqKey="Karbach J">J Karbach</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kray, J" uniqKey="Kray J">J Kray</name></author><author><name sortKey="Eber, J" uniqKey="Eber J">J Eber</name></author><author><name sortKey="Lindenberger, U" uniqKey="Lindenberger U">U Lindenberger</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kray, J" uniqKey="Kray J">J Kray</name></author><author><name sortKey="Eenshuistra, Rm" uniqKey="Eenshuistra R">RM Eenshuistra</name></author><author><name sortKey="Kerstner, H" uniqKey="Kerstner H">H Kerstner</name></author><author><name sortKey="Weidema, M" uniqKey="Weidema M">M Weidema</name></author><author><name sortKey="Hommel, B" uniqKey="Hommel B">B Hommel</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Luria, Ar" uniqKey="Luria A">AR Luria</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Luria, Ar" uniqKey="Luria A">AR Luria</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Meacham, Ja" uniqKey="Meacham J">JA Meacham</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Muller, U" uniqKey="Muller U">U Müller</name></author><author><name sortKey="Zelazo, Pd" uniqKey="Zelazo P">PD Zelazo</name></author><author><name sortKey="Leone, T" uniqKey="Leone T">T Leone</name></author><author><name sortKey="Hood, S" uniqKey="Hood S">S Hood</name></author><author><name sortKey="Rohrer, L" uniqKey="Rohrer L">L Rohrer</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Stock, A" uniqKey="Stock A">A Stock</name></author><author><name sortKey="Stock, C" uniqKey="Stock C">C Stock</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Towse, Jn" uniqKey="Towse J">JN Towse</name></author><author><name sortKey="Redbond, J" uniqKey="Redbond J">J Redbond</name></author><author><name sortKey="Houston Price, Cmt" uniqKey="Houston Price C">CMT Houston-Price</name></author><author><name sortKey="Cook, S" uniqKey="Cook S">S Cook</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Vygotsky, Ls" uniqKey="Vygotsky L">LS Vygotsky</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Zelazo, Pd" uniqKey="Zelazo P">PD Zelazo</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Zelazo, Pd" uniqKey="Zelazo P">PD Zelazo</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Zelazo, Pd" uniqKey="Zelazo P">PD Zelazo</name></author><author><name sortKey="Frye, D" uniqKey="Frye D">D Frye</name></author></analytic></biblStruct></listBibl></div1></back></TEI><pmc article-type="research-article"><pmc-dir>properties open_access</pmc-dir>
<front><journal-meta><journal-id journal-id-type="nlm-ta">Psychol Res</journal-id><journal-title-group><journal-title>Psychological Research</journal-title></journal-title-group><issn pub-type="ppub">0340-0727</issn><issn pub-type="epub">1430-2772</issn><publisher><publisher-name>Springer-Verlag</publisher-name><publisher-loc>Berlin/Heidelberg</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">20848293</article-id><article-id pub-id-type="pmc">3114064</article-id><article-id pub-id-type="publisher-id">308</article-id><article-id pub-id-type="doi">10.1007/s00426-010-0308-1</article-id><article-categories><subj-group subj-group-type="heading"><subject>Original Article</subject></subj-group></article-categories><title-group><article-title>Action–effect learning in early childhood: does language matter?</article-title></title-group><contrib-group><contrib contrib-type="author" corresp="yes"><name><surname>Karbach</surname><given-names>Julia</given-names></name><address><phone>+49-681-3023875</phone><fax>+49-681-3023338</fax><email>j.karbach@mx.uni-saarland.de</email></address><xref ref-type="aff" rid="Aff1">1</xref></contrib><contrib contrib-type="author"><name><surname>Kray</surname><given-names>Jutta</given-names></name><xref ref-type="aff" rid="Aff1">1</xref></contrib><contrib contrib-type="author"><name><surname>Hommel</surname><given-names>Bernhard</given-names></name><xref ref-type="aff" rid="Aff2">2</xref></contrib><aff id="Aff1"><label>1</label>Department of Psychology, Saarland University, Campus A1 3, 66123 Saarbrücken, Germany</aff><aff id="Aff2"><label>2</label>Leiden University, Leiden, The Netherlands</aff></contrib-group><pub-date pub-type="epub"><day>17</day><month>9</month><year>2010</year></pub-date><pub-date pub-type="pmc-release"><day>17</day><month>9</month><year>2010</year></pub-date><pub-date pub-type="ppub"><month>7</month><year>2011</year></pub-date><volume>75</volume><issue>4</issue><fpage>334</fpage><lpage>340</lpage><history><date date-type="received"><day>23</day><month>4</month><year>2010</year></date><date date-type="accepted"><day>30</day><month>8</month><year>2010</year></date></history><permissions><copyright-statement>© The Author(s) 2010</copyright-statement></permissions><abstract id="Abs1"><p>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.</p></abstract><custom-meta-group><custom-meta><meta-name>issue-copyright-statement</meta-name><meta-value>© Springer-Verlag 2011</meta-value></custom-meta></custom-meta-group></article-meta></front></pmc></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Sarre/explor/MusicSarreV3/Data/Pmc/Curation
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000048 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Pmc/Curation/biblio.hfd -nk 000048 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Sarre
|area= MusicSarreV3
|flux= Pmc
|étape= Curation
|type= RBID
|clé= PMC:3114064
|texte= Action–effect learning in early childhood: does language matter?
}}
Pour générer des pages wiki
HfdIndexSelect -h $EXPLOR_AREA/Data/Pmc/Curation/RBID.i -Sk "pubmed:20848293" \
| HfdSelect -Kh $EXPLOR_AREA/Data/Pmc/Curation/biblio.hfd \
| NlmPubMed2Wicri -a MusicSarreV3
| This area was generated with Dilib version V0.6.33. |  |