Learning to Individuate: The Specificity of Labels Differentially Impacts Infant Visual Attention

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Abstract

This study examined differences in visual attention as a function of label learning from 6 to 9 months of age. Before and after 3 months of parent-directed storybook training with computer-generated novel objects, event-related potentials and visual fixations were recorded while infants viewed trained and untrained images (n = 23). Relative to a pretraining, a no-training control group (n = 11), and to infants trained with category-level labels (e.g., all labeled “Hitchel”), infants trained with individual-level labels (e.g., “Boris,” “Jamar”) displayed increased visual attention and neural differentiation of objects after training.

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Pickron, C. B., Iyer, A., Fava, E., & Scott, L. S. (2018). Learning to Individuate: The Specificity of Labels Differentially Impacts Infant Visual Attention. Child Development, 89(3), 698–710. https://doi.org/10.1111/cdev.13004

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