Individual Differences in the Acquisition of Non-Linguistic Audio-Visual Associations in 5 Year Olds

Autor/inn/en	Altarelli, Irene; Dehaene-Lambertz, Ghislaine; Bavelier, Daphne
Titel	Individual Differences in the Acquisition of Non-Linguistic Audio-Visual Associations in 5 Year Olds
Quelle	In: Developmental Science, 23 (2020) 4, (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12913
Schlagwörter	Individual Differences; Associative Learning; Visual Learning; Language Skills; Auditory Stimuli; Young Children; Foreign Countries; Phonological Awareness; Executive Function; Linguistic Input; France + Suchen Sie Ihr Suchwort? Individueller Unterschied; Visual education; Visuelles Lernen; Language skill; Sprachkompetenz; Auditive Stimulation; Frühe Kindheit; Ausland; Sprachbildung; Frankreich
Abstract	Audio-visual associative learning -- at least when linguistic stimuli are employed -- is known to rely on core linguistic skills such as phonological awareness. Here we ask whether this would also be the case in a task that does not manipulate linguistic information. Another question of interest is whether executive skills, often found to support learning, may play a larger role in a non-linguistic audio-visual associative task compared to a linguistic one. We present a new task that measures learning when having to associate non-linguistic auditory signals with novel visual shapes. Importantly, our novel task shares with linguistic processes such as reading acquisition the need to associate sounds with arbitrary shapes. Yet, rather than phonemes or syllables, it uses novel environmental sounds -- therefore limiting direct reliance on linguistic abilities. Five-year-old French-speaking children (N = 76, 39 girls) were assessed individually in our novel audio-visual associative task, as well as in a number of other cognitive tasks evaluating linguistic abilities and executive functions. We found phonological awareness and language comprehension to be related to scores in the audio-visual associative task, while no correlation with executive functions was observed. These results underscore a key relation between foundational language competencies and audio-visual associative learning, even in the absence of linguistic input in the associative task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01