Browsing by Author "Keates, Jeany"

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    Category markers or attributes: why do labels guide infants' inductive inferences?
    (Association for Psychological Science, 2008-12) Keates, Jeany; Graham, Susan
    To clarify the role of labels in early induction, we compared 16-month-old infants' (n=114) generalization of target properties to test objects when objects were introduced by the experimenter in one of the following ways: (a) with a general attentional phrase, (b) highlighted with a flashlight and a general attentional phrase, (c) via a recorded voice that labeled the objects using a naming phrase, (d) with a label consisting of a count noun embedded within a naming phrase, (e) with a label consisting of a single word that was not marked as belonging to a particular grammatical form class, and (f) with a label consisting of an adjective. Infants relied on object labels to guide their inductive inferences only when the labels were presented referentially, embedded within an intentional naming phrase, and marked as count nouns. These results suggest that infants do not view labels as attributes of objects; rather, infants understand that count-noun labels are intentional markers denoting category membership.
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    Distinct labels attenuate 15-month-olds' attention to shape in an inductive inference task
    (Frontiers in Psychology, 2013-01) Graham, Susan; Keates, Jeany; Vukatana, Ena; Khu, Melanie
    We examined the role of distinct labels on infants' inductive inferences. Thirty-six 15-month-old infants were presented with target objects that possessed a non-obvious property, followed by test objects that varied in shape similarity relative to the target. Infants were tested in one of two groups, a Same Label group in which target and test objects were labeled with the same noun, and a Distinct Label group in which target and test objects were labeled with different nouns. When target and test objects were labeled with the same count noun, infants generalized the non-obvious property to both test objects, regardless of similarity to the target. In contrast, labeling the target and test objects with different count nouns attenuated infants' generalization of the non-obvious property to both high and low-similarity test objects. Our results suggest that by 15 months, infants recognize that object labels provide information about underlying object kind and appreciate that distinct labels are used to designate members of different categories.
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    Distinct labels attenuate 15-month-olds' attention to shape in an inductive inference task
    (Frontiers in Psychology, 2013-01) Graham, Susan; Keates, Jeany; Vukatana, Ena; Khu, Melanie
    We examined the role of distinct labels on infants' inductive inferences. Thirty-six 15-month-old infants were presented with target objects that possessed a non-obvious property, followed by test objects that varied in shape similarity relative to the target. Infants were tested in one of two groups, a Same Label group in which target and test objects were labeled with the same noun, and a Distinct Label group in which target and test objects were labeled with different nouns. When target and test objects were labeled with the same count noun, infants generalized the non-obvious property to both test objects, regardless of similarity to the target. In contrast, labeling the target and test objects with different count nouns attenuated infants' generalization of the non-obvious property to both high and low-similarity test objects. Our results suggest that by 15 months, infants recognize that object labels provide information about underlying object kind and appreciate that distinct labels are used to designate members of different categories.
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    Infants transfer nonobvious properties from pictures to real-world objects
    (Elsevier : Journal of Experimental Child Psychology, 2014-05) Keates, Jeany; Graham, Susan; Ganea, Patricia A.
    The current research examined infants' ability to generalize information about the nonobvious properties of objects depicted in picture books to their real-world referents. Infants aged 13, 15, and 18 months (N=135) were shown a series of pictures depicting an adult acting on a novel object to elicit a nonobvious property of that object. Infants were subsequently tested on their extension of the nonobvious property to the real-world object depicted in the book and their generalization of this property to a different color exemplar of the depicted object. Results indicated that, regardless of age, infants expected the real-world objects to have the non-obvious property, as indicated by their attempts to elicit this property with these objects. These findings indicate that early in their second year of life, infants are beginning to make inductive inferences about nonobvious object properties based on information provided in pictures.