Faculty Mentor(s)
Dr. Lauren Slone, Psychology
Document Type
Poster
Event Date
4-12-2024
Abstract
Learning new words is critical in infancy, and continues to play a role in learning throughout the lifespan. In infancy, it often involves discerning the link between an object and its name. However, when an object's name is heard, many objects could be present, making it difficult to determine which object goes with the name. Yu and Smith (2012) documented one factor that may aid early word learning: infants hold objects close to their faces, making those objects appear larger ("visual dominance"). They found correlational evidence that successful name learning was associated with visual dominance. We adapted a method used for studying object-name learning in both infants and adults, and tested experimentally whether visual dominance aids linking a heard name with the correct object. We exposed infants and adults to 12 objects (3 per trial for 80 trials), but only four object names (1 per trial; see Figure 1). Participants within each condition either heard the targets' names (Naming) or not (Non-Naming Control) (Figure 1a). We examined whether having the named objects ("targets") be larger (Dominant Condition) would aid linking the targets with their names, compared to a condition where objects were equally sized (Equal Condition). We hypothesize that dominant objects will draw participants' eyes to the target and sustain them, facilitating linkages between names and the correct referents. After training, we tested which object participants looked at (Figure 1b) and pointed to (Figure 1c) when asked, "where is the [novel name]". Preliminary data indicates that visual dominance may have a small or non-significant effect on adult word learning (Figure 2). Future analyses will examine the effect of dominance on infant learning. These results will help us determine whether visual dominance is critical in word learning or if other factors such as holding objects may aid learning.
Recommended Citation
Repository citation: Tocco, Lauren; Vonk, Abby; Sarafa, Grace; Burke, Calista; and Swanson, Chloe, "The Effect of Visual Dominance on Word Learning in Infants and Adults" (2024). 23rd Annual A. Paul and Carol C. Schaap Celebration of Undergraduate Research and Creative Activity (2024). Paper 82.
https://digitalcommons.hope.edu/curca_23/82
April 12, 2024. Copyright © 2024 Hope College, Holland, Michigan.
Comments
Title on poster differs from abstract booklet. Poster title: The Effects of Visual Dominance on Looking Patterns in Infants and Adults