Real World Object Naming from Infant Perspective
Datum
2017
Autor:innen
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Verlag
University of Oregon
Zusammenfassung
Babies learn what words mean through experience, but what is the relevant experience? We began to answer this question by capturing infant-perspective experiences in their everyday lives at home. Infants ages 3 to 24 months (N = 4) wore a head-camera at home (M = 4.3 hours). We identified moments in which someone held an object in view and then transcribed the speech surrounding these moments (+/- 30 seconds). We hypothesized that the rate at which caregivers name objects-in view is not constant, but rather changes over this developmental period. Caregiver sensitivity to naming moments that are optimal for learning would be consistent with a growing body of evidence that social partners helpfully tune how they interact with infants (Brand et al., 2002; Fernald, 1985; Roy et al., 2009). Developmentally changing synchrony between seen objects and heard names is likely to be a key feature of relevant input to early word learning. Our hypothesis was supported in that there was an increase in the rate of in-hand object naming over the first year of life.
Beschreibung
53 pages. A thesis presented to the Department of Psychology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2017
Schlagwörter
Object naming, Infancy, Language acquisition, Learning, Child development, World learning