Learning to Learn: From Within-Modality to Cross-Modality Transfer during Infancy

Autor/inn/en	Hupp, Julie M.; Sloutsky, Vladimir M.
Titel	Learning to Learn: From Within-Modality to Cross-Modality Transfer during Infancy
Quelle	In: Journal of Experimental Child Psychology, 110 (2011) 3, S.408-421 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.05.002
Schlagwörter	Generalization; Learning Strategies; Transfer of Training; Experiments; Infants; Learning Modalities + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Training; Transfer; Ausbildung; Erprobung; Infant; Toddler; Toddlers; Kleinkind; Lernumgebung
Abstract	One critical aspect of learning is the ability to apply learned knowledge to new situations. This ability to transfer is often limited, and its development is not well understood. The current research investigated the development of transfer between 8 and 16 months of age. In Experiment 1, 8- and 16-month-olds (who were established to have a preference to the beginning of a visual sequence) were trained to attend to the end of a sequence. They were then tested on novel visual sequences. Results indicated transfer of learning, with both groups changing baseline preferences as a result of training. In Experiment 2, participants were trained to attend to the end of a visual sequence and were then tested on an auditory sequence. Unlike Experiment 1, only older participants exhibited transfer of learning by changing baseline preferences. These findings suggest that the generalization of learning becomes broader with development, with transfer across modalities developing later than transfer within a modality. (Contains 4 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10