Learning from picture books: Infants' use of naming information

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dc.contributor.authorKhu, Melanie
dc.contributor.authorGraham, Susan
dc.contributor.authorGanea, Patricia A.
dc.date.accessioned2020-05-07T15:33:30Z
dc.date.available2020-05-07T15:33:30Z
dc.date.issued2014-01
dc.description.abstractThe present study investigated whether naming would facilitate infants' transfer of information from picture books to the real world. Eighteen- and 21-month-olds learned a novel label for a novel object depicted in a picture book. Infants then saw a second picture book in which an adult demonstrated how to elicit the object's non-obvious property. Accompanying narration described the pictures using the object's newly learnt label. Infants were subsequently tested with the real-world object depicted in the book, as well as a different-color exemplar. Infants' performance on the test trials was compared with that of infants in a no label condition. When presented with the exact object depicted in the picture book, 21-month-olds were significantly more likely to attempt to elicit the object's non-obvious property than were 18-month-olds. Learning the object's label before learning about the object's hidden property did not improve 18-month-olds' performance. At 21-months, the number of infants in the label condition who attempted to elicit the real-world object's non-obvious property was greater than would be predicted by chance, but the number of infants in the no label condition was not. Neither age group nor label condition predicted test performance for the different-color exemplar. The findings are discussed in relation to infants' learning and transfer from picture books.en_US
dc.identifier.citationKhu, M., Graham, S. A., & Ganea, P. A. (2014). Learning from picture books: Infants' use of naming information. "Frontiers in Psychology". February 2014, Volume 5, Article 144, pp. 1-11. http://dx.doi.org/10.3389/fpsyg.2014.00144.en_US
dc.identifier.doihttp://dx.doi.org/10.3389/fpsyg.2014.00144en_US
dc.identifier.urihttp://hdl.handle.net/1880/111996
dc.identifier.urihttps://doi.org/10.11575/PRISM/43629
dc.language.isoengen_US
dc.publisherFrontiers in Psychologyen_US
dc.publisher.departmentPsychologyen_US
dc.publisher.facultyArtsen_US
dc.publisher.hasversionpublishedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.institutionUniversity of Torontoen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.titleLearning from picture books: Infants' use of naming informationen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
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