Looking and touching: what extant approaches reveal about the structure of early word knowledge.
Identifieur interne : 000494 ( PubMed/Corpus ); précédent : 000493; suivant : 000495Looking and touching: what extant approaches reveal about the structure of early word knowledge.
Auteurs : Kristi Hendrickson ; Samantha Mitsven ; Diane Poulin-Dubois ; Pascal Zesiger ; Margaret FriendSource :
- Developmental science [ 1467-7687 ] ; 2015.
English descriptors
- KwdEn :
- MESH :
- physiology : Reaction Time, Touch, Vision, Ocular.
- Association Learning, Female, Humans, Infant, Knowledge, Male, Pattern Recognition, Visual, Photic Stimulation, Vocabulary.
Abstract
The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants' responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they occurred in tandem to assess the speed with which a prompted word was processed (visual reaction time) as a function of the type of haptic response: Target, Distractor, or No Touch. Visual reaction times (visual RTs) were significantly slower during No Touches compared to Distractor and Target Touches, which were statistically indistinguishable. The finding that visual RTs were significantly faster during Distractor Touches compared to No Touches suggests that incorrect and absent haptic responses appear to index distinct knowledge states: incorrect responses are associated with partial knowledge whereas absent responses appear to reflect a true failure to map lexical items to their target referents. Further, we found that those children who were faster at processing words were also those children who exhibited better haptic performance. This research provides a methodological clarification on knowledge measured by the visual and haptic modalities and new evidence for a continuum of word knowledge in the second year of life.
DOI: 10.1111/desc.12250
PubMed: 25444711
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pubmed:25444711Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Looking and touching: what extant approaches reveal about the structure of early word knowledge.</title><author><name sortKey="Hendrickson, Kristi" sort="Hendrickson, Kristi" uniqKey="Hendrickson K" first="Kristi" last="Hendrickson">Kristi Hendrickson</name><affiliation><nlm:affiliation>Department of Psychology, University of California, San Diego, USA.</nlm:affiliation></affiliation></author><author><name sortKey="Mitsven, Samantha" sort="Mitsven, Samantha" uniqKey="Mitsven S" first="Samantha" last="Mitsven">Samantha Mitsven</name><affiliation><nlm:affiliation>Department of Psychology, San Diego State University, USA.</nlm:affiliation></affiliation></author><author><name sortKey="Poulin Dubois, Diane" sort="Poulin Dubois, Diane" uniqKey="Poulin Dubois D" first="Diane" last="Poulin-Dubois">Diane Poulin-Dubois</name><affiliation><nlm:affiliation>Department of Psychology, Concordia University, Canada.</nlm:affiliation></affiliation></author><author><name sortKey="Zesiger, Pascal" sort="Zesiger, Pascal" uniqKey="Zesiger P" first="Pascal" last="Zesiger">Pascal Zesiger</name><affiliation><nlm:affiliation>Department of Psychology, Université de Genève, Switzerland.</nlm:affiliation></affiliation></author><author><name sortKey="Friend, Margaret" sort="Friend, Margaret" uniqKey="Friend M" first="Margaret" last="Friend">Margaret Friend</name><affiliation><nlm:affiliation>Department of Psychology, San Diego State University, USA.</nlm:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2015">2015</date><idno type="doi">10.1111/desc.12250</idno><idno type="RBID">pubmed:25444711</idno><idno type="pmid">25444711</idno><idno type="wicri:Area/PubMed/Corpus">000494</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Looking and touching: what extant approaches reveal about the structure of early word knowledge.</title><author><name sortKey="Hendrickson, Kristi" sort="Hendrickson, Kristi" uniqKey="Hendrickson K" first="Kristi" last="Hendrickson">Kristi Hendrickson</name><affiliation><nlm:affiliation>Department of Psychology, University of California, San Diego, USA.</nlm:affiliation></affiliation></author><author><name sortKey="Mitsven, Samantha" sort="Mitsven, Samantha" uniqKey="Mitsven S" first="Samantha" last="Mitsven">Samantha Mitsven</name><affiliation><nlm:affiliation>Department of Psychology, San Diego State University, USA.</nlm:affiliation></affiliation></author><author><name sortKey="Poulin Dubois, Diane" sort="Poulin Dubois, Diane" uniqKey="Poulin Dubois D" first="Diane" last="Poulin-Dubois">Diane Poulin-Dubois</name><affiliation><nlm:affiliation>Department of Psychology, Concordia University, Canada.</nlm:affiliation></affiliation></author><author><name sortKey="Zesiger, Pascal" sort="Zesiger, Pascal" uniqKey="Zesiger P" first="Pascal" last="Zesiger">Pascal Zesiger</name><affiliation><nlm:affiliation>Department of Psychology, Université de Genève, Switzerland.</nlm:affiliation></affiliation></author><author><name sortKey="Friend, Margaret" sort="Friend, Margaret" uniqKey="Friend M" first="Margaret" last="Friend">Margaret Friend</name><affiliation><nlm:affiliation>Department of Psychology, San Diego State University, USA.</nlm:affiliation></affiliation></author></analytic><series><title level="j">Developmental science</title><idno type="eISSN">1467-7687</idno><imprint><date when="2015" type="published">2015</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Association Learning</term><term>Female</term><term>Humans</term><term>Infant</term><term>Knowledge</term><term>Male</term><term>Pattern Recognition, Visual</term><term>Photic Stimulation</term><term>Reaction Time (physiology)</term><term>Touch (physiology)</term><term>Vision, Ocular (physiology)</term><term>Vocabulary</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Reaction Time</term><term>Touch</term><term>Vision, Ocular</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Association Learning</term><term>Female</term><term>Humans</term><term>Infant</term><term>Knowledge</term><term>Male</term><term>Pattern Recognition, Visual</term><term>Photic Stimulation</term><term>Vocabulary</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants' responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they occurred in tandem to assess the speed with which a prompted word was processed (visual reaction time) as a function of the type of haptic response: Target, Distractor, or No Touch. Visual reaction times (visual RTs) were significantly slower during No Touches compared to Distractor and Target Touches, which were statistically indistinguishable. The finding that visual RTs were significantly faster during Distractor Touches compared to No Touches suggests that incorrect and absent haptic responses appear to index distinct knowledge states: incorrect responses are associated with partial knowledge whereas absent responses appear to reflect a true failure to map lexical items to their target referents. Further, we found that those children who were faster at processing words were also those children who exhibited better haptic performance. This research provides a methodological clarification on knowledge measured by the visual and haptic modalities and new evidence for a continuum of word knowledge in the second year of life.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="MEDLINE"><PMID Version="1">25444711</PMID><DateCreated><Year>2015</Year><Month>08</Month><Day>03</Day></DateCreated><DateCompleted><Year>2016</Year><Month>04</Month><Day>25</Day></DateCompleted><DateRevised><Year>2015</Year><Month>08</Month><Day>03</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1467-7687</ISSN><JournalIssue CitedMedium="Internet"><Volume>18</Volume><Issue>5</Issue><PubDate><Year>2015</Year><Month>Sep</Month></PubDate></JournalIssue><Title>Developmental science</Title><ISOAbbreviation>Dev Sci</ISOAbbreviation></Journal><ArticleTitle>Looking and touching: what extant approaches reveal about the structure of early word knowledge.</ArticleTitle><Pagination><MedlinePgn>723-35</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1111/desc.12250</ELocationID><Abstract><AbstractText>The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants' responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they occurred in tandem to assess the speed with which a prompted word was processed (visual reaction time) as a function of the type of haptic response: Target, Distractor, or No Touch. Visual reaction times (visual RTs) were significantly slower during No Touches compared to Distractor and Target Touches, which were statistically indistinguishable. The finding that visual RTs were significantly faster during Distractor Touches compared to No Touches suggests that incorrect and absent haptic responses appear to index distinct knowledge states: incorrect responses are associated with partial knowledge whereas absent responses appear to reflect a true failure to map lexical items to their target referents. Further, we found that those children who were faster at processing words were also those children who exhibited better haptic performance. This research provides a methodological clarification on knowledge measured by the visual and haptic modalities and new evidence for a continuum of word knowledge in the second year of life.</AbstractText><CopyrightInformation>© 2014 The Authors Developmental Science Published by John Wiley & Sons Ltd.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Hendrickson</LastName><ForeName>Kristi</ForeName><Initials>K</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of California, San Diego, USA.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Department of Psychology, San Diego State University, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Mitsven</LastName><ForeName>Samantha</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Department of Psychology, San Diego State University, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Poulin-Dubois</LastName><ForeName>Diane</ForeName><Initials>D</Initials><AffiliationInfo><Affiliation>Department of Psychology, Concordia University, Canada.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Zesiger</LastName><ForeName>Pascal</ForeName><Initials>P</Initials><AffiliationInfo><Affiliation>Department of Psychology, Université de Genève, Switzerland.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Friend</LastName><ForeName>Margaret</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>Department of Psychology, San Diego State University, USA.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><GrantList CompleteYN="Y"><Grant><GrantID>5T32DC007361</GrantID><Acronym>DC</Acronym><Agency>NIDCD NIH HHS</Agency><Country>United States</Country></Grant><Grant><GrantID>HD068458</GrantID><Acronym>HD</Acronym><Agency>NICHD NIH HHS</Agency><Country>United States</Country></Grant><Grant><GrantID>R01 HD068458</GrantID><Acronym>HD</Acronym><Agency>NICHD NIH HHS</Agency><Country>United States</Country></Grant><Grant><GrantID>T32 DC007361</GrantID><Acronym>DC</Acronym><Agency>NIDCD NIH HHS</Agency><Country>United States</Country></Grant></GrantList><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D052061">Research Support, N.I.H., Extramural</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2014</Year><Month>11</Month><Day>28</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Dev Sci</MedlineTA><NlmUniqueID>9814574</NlmUniqueID><ISSNLinking>1363-755X</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><CommentsCorrectionsList><CommentsCorrections RefType="Cites"><RefSource>J Child Lang. 2008 Feb;35(1):77-98</RefSource><PMID Version="1">18300430</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>J Child Lang. 2005 Feb;32(1):159-73</RefSource><PMID Version="1">15779881</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>Int J Lang Commun Disord. 2008 Jul-Aug;43(4):361-89</RefSource><PMID Version="1">17885825</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>Dev Sci. 2009 Jan;12(1):26-40</RefSource><PMID Version="1">19120410</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>Biol Psychol. 2009 Jan;80(1):130-47</RefSource><PMID Version="1">18565637</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>Behav Res Methods. 2009 Aug;41(3):841-9</RefSource><PMID Version="1">19587200</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>J Child Lang. 2009 Sep;36(4):895-908</RefSource><PMID Version="1">19079845</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>J Exp Child Psychol. 2011 Jun;109(2):201-17</RefSource><PMID Version="1">21216414</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>Dev Psychol. 2012 Jan;48(1):136-48</RefSource><PMID Version="1">21928878</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>J Child Lang. 1981 Oct;8(3):565-82</RefSource><PMID Version="1">7309817</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>Brain Lang. 2002 Mar;80(3):393-420</RefSource><PMID Version="1">11896649</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>Conscious Cogn. 2002 Jun;11(2):162-90; 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