Sequence Learning in 4-Month-Old Infants: Do Infants Represent Ordinal Information?

Autor/inn/en	Lewkowicz, David J.; Berent, Iris
Titel	Sequence Learning in 4-Month-Old Infants: Do Infants Represent Ordinal Information?
Quelle	In: Child Development, 80 (2009) 6, S.1811-1823 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01369.x
Schlagwörter	Educational Attainment; Infants; Research Methodology; Habituation; Serial Ordering; Cognitive Processes + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Infant; Toddler; Toddlers; Kleinkind; Research method; Forschungsmethode; Ordnen; Ordnungsstruktur; Ordnungssystem; Cognitive process; Kognitiver Prozess
Abstract	This study investigated how 4-month-old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements--3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., ABCD, CBDA)--and then were tested for the detection of changes in the target's position. Infants detected an ordinal change only when it disrupted the statistical co-occurrence of elements but not when statistical information was controlled. It is concluded that 4-month-olds learn the order of sequence elements by tracking their statistical associations but not their invariant ordinal position. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10