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Ostensive signals support learning from novel attention cues during infancy

Social attention cues (e.g., head turning, gaze direction) highlight which events young infants should attend to in a busy environment and, recently, have been shown to shape infants' likelihood of learning about objects and events. Although studies have documented which social cues guide atten...

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Autores principales: Wu, Rachel, Tummeltshammer, Kristen S., Gliga, Teodora, Kirkham, Natasha Z.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3971204/
https://www.ncbi.nlm.nih.gov/pubmed/24723902
http://dx.doi.org/10.3389/fpsyg.2014.00251
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author Wu, Rachel
Tummeltshammer, Kristen S.
Gliga, Teodora
Kirkham, Natasha Z.
author_facet Wu, Rachel
Tummeltshammer, Kristen S.
Gliga, Teodora
Kirkham, Natasha Z.
author_sort Wu, Rachel
collection PubMed
description Social attention cues (e.g., head turning, gaze direction) highlight which events young infants should attend to in a busy environment and, recently, have been shown to shape infants' likelihood of learning about objects and events. Although studies have documented which social cues guide attention and learning during early infancy, few have investigated how infants learn to learn from attention cues. Ostensive signals, such as a face addressing the infant, often precede social attention cues. Therefore, it is possible that infants can use ostensive signals to learn from other novel attention cues. In this training study, 8-month-olds were cued to the location of an event by a novel non-social attention cue (i.e., flashing square) that was preceded by an ostensive signal (i.e., a face addressing the infant). At test, infants predicted the appearance of specific multimodal events cued by the flashing squares, which were previously shown to guide attention to but not inform specific predictions about the multimodal events (Wu and Kirkham, 2010). Importantly, during the generalization phase, the attention cue continued to guide learning of these events in the absence of the ostensive signal. Subsequent experiments showed that learning was less successful when the ostensive signal was absent even if an interesting but non-ostensive social stimulus preceded the same cued events.
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spelling pubmed-39712042014-04-10 Ostensive signals support learning from novel attention cues during infancy Wu, Rachel Tummeltshammer, Kristen S. Gliga, Teodora Kirkham, Natasha Z. Front Psychol Psychology Social attention cues (e.g., head turning, gaze direction) highlight which events young infants should attend to in a busy environment and, recently, have been shown to shape infants' likelihood of learning about objects and events. Although studies have documented which social cues guide attention and learning during early infancy, few have investigated how infants learn to learn from attention cues. Ostensive signals, such as a face addressing the infant, often precede social attention cues. Therefore, it is possible that infants can use ostensive signals to learn from other novel attention cues. In this training study, 8-month-olds were cued to the location of an event by a novel non-social attention cue (i.e., flashing square) that was preceded by an ostensive signal (i.e., a face addressing the infant). At test, infants predicted the appearance of specific multimodal events cued by the flashing squares, which were previously shown to guide attention to but not inform specific predictions about the multimodal events (Wu and Kirkham, 2010). Importantly, during the generalization phase, the attention cue continued to guide learning of these events in the absence of the ostensive signal. Subsequent experiments showed that learning was less successful when the ostensive signal was absent even if an interesting but non-ostensive social stimulus preceded the same cued events. Frontiers Media S.A. 2014-03-25 /pmc/articles/PMC3971204/ /pubmed/24723902 http://dx.doi.org/10.3389/fpsyg.2014.00251 Text en Copyright © 2014 Wu, Tummeltshammer, Gliga and Kirkham. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Wu, Rachel
Tummeltshammer, Kristen S.
Gliga, Teodora
Kirkham, Natasha Z.
Ostensive signals support learning from novel attention cues during infancy
title Ostensive signals support learning from novel attention cues during infancy
title_full Ostensive signals support learning from novel attention cues during infancy
title_fullStr Ostensive signals support learning from novel attention cues during infancy
title_full_unstemmed Ostensive signals support learning from novel attention cues during infancy
title_short Ostensive signals support learning from novel attention cues during infancy
title_sort ostensive signals support learning from novel attention cues during infancy
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3971204/
https://www.ncbi.nlm.nih.gov/pubmed/24723902
http://dx.doi.org/10.3389/fpsyg.2014.00251
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