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Productive verbs facilitate action prediction in toddlers


Gampe, Anja; Daum, Moritz M (2014). Productive verbs facilitate action prediction in toddlers. Infancy, 19(3):301-325.

Abstract

Children can represent events in our everyday life in both non-linguistic and linguistic formats. We aimed to investigate whether non-linguistic representations are changed once children acquire their linguistic counterparts. In the present study, we explored whether and how language changes the perception of simple means-end actions using an eye-tracking paradigm. Children between 12 and 24 months of age heard a sentence containing a verb and subsequently watched an action video. Results show an interfering influence of language on action perception at 12 months and a facilitating influence at 24 months. However, this was only the case for verbs that are already in the toddlers' productive vocabulary but not for those that are acquired later. Taken together, the results suggest that a communication between non-linguistic and linguistic representations starts early and develops in the second year of life. The successful facilitatory influence depends on the productive repertoire of the language in question.

Abstract

Children can represent events in our everyday life in both non-linguistic and linguistic formats. We aimed to investigate whether non-linguistic representations are changed once children acquire their linguistic counterparts. In the present study, we explored whether and how language changes the perception of simple means-end actions using an eye-tracking paradigm. Children between 12 and 24 months of age heard a sentence containing a verb and subsequently watched an action video. Results show an interfering influence of language on action perception at 12 months and a facilitating influence at 24 months. However, this was only the case for verbs that are already in the toddlers' productive vocabulary but not for those that are acquired later. Taken together, the results suggest that a communication between non-linguistic and linguistic representations starts early and develops in the second year of life. The successful facilitatory influence depends on the productive repertoire of the language in question.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:2014
Deposited On:17 Apr 2014 13:16
Last Modified:14 Feb 2018 21:13
Publisher:Wiley-Blackwell
ISSN:1525-0008
OA Status:Closed
Publisher DOI:https://doi.org/10.1111/infa.12047

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