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Learning from Pictures in Infancy (Picture to object transfer (Object…
Learning from Pictures in Infancy
Object to picture transfer: Picture Recognition
Visual Recognition Memory Methods
Familiarise infant with object
Test recognition with picture
Present 1 picture of familiarised object vs 1 picture of novel object
Measure preferential looking
If different form chance, then recognition memory
Significant preference in either direction confirms existence of internal representation for previously encountered stimulus
Direction of preference implies strength of representation
Novelty preference
Robust or complete representation
Infant constructed representation of object during familiarisation
Detects match between representation + familiar picture during test
Releases attention to process novel picture during test - strong representation of familiar object
Familiarity preference
Weak or incomplete representation
Less info encoded during object familiarsation
Discrepancy between internal representation + familiar picture attracts further info processing during test
Unready to release attention to novel picture
Familiarity preference more likely when task demands increase relative to infants age
Shorter familiarisation time
More complex stimuli
Dissimilarity between familiarisation & test contexts
Delays between familiarisation & test
Pictorial Comprehension Deve
0 - No differentiation between pictorial symbol/referent (not in humans)
1 - (birth) Basic differentiation between 2D artefacts + 3D reality
2 - (~6 mnths) - Realting similarities between pictures + referents
3 - (3yrs) - referential understanding of pictures
Picture to object transfer
Object Recognition & Permanence
Familiarity & novelty preferences reflect representation strength not only when timely are visible: object recognition
Also when they become hidden: object permanence
Repeated exposure strengthens representation
Stronger representations are easier to maintain in absence of perceptual input
Object permanence begins with familiar objects
7.5 mnths search for familiar hidden objects more than novel hidden objects
Further increases task difficulty relative to infants' age
Same strong representation that supports novelty preference with visible objects supports familiarity preference with hidden objects
Representations constructed from pictures seem weaker than from objects
Test w/ preferential reaching for real objects after familiarisation with picture
'Photo' Study
Shinskey & Jachens (2014)
Predictions
Visible condition
Novelty preference
9 mnths = some novelty preference with line drawing to object transfer
Photos have more info than line drawing
Hidden condition
Familiarity preference
7.5 mnths search for familiar hidden objects more than novel hidden
Iconicity
Bigger effects in colour photo group
More iconic images should aid transfer
Methods
Ps = 8.9 mnths (16 colour, 15 b/w)
Colour vs black and white
Visible vs hidden
Photo, objects, containers, to infant
DV: Familiarity preference = proportion of trails per condition that first contact was with familiar
Results
Visible = novelty preference - recognise photo and colour info not needed
Hidden = familiarity preferences
No effect of colour
Conc
Infants transfer learning from picture to real objet by 9 mnths
Stronger representations of familiar objects - novelty preferences when objects are visible, greater sensitivity to cont. existence when hidden
Photos are iconic enough that colour may add little benefit - capture many features of really life
Transfer of info from pictures of objects > infants
Preferential reaching task
Familiarise w/ pic of object
Test with real referent object vs distractor object
Observe which chosen first
Conditions
Visible: test object recognition by keeping objects visible
Hidden: test object permanence by hiding objects
Vary picture iconicity/realism between groups
Developmental trajectory
Novelty preference for hidden objects at 11 months
Object permanence begins with familiar objects
Strengthen with development
Preferences with hidden should shift with age (familiarity > novelty)
Shinskey
6, 9, 11 months can learn about real objects from pics
Age similarity in novelty preferences on visible trials suggests continuity
Age difference in preferences on hidden trials suggest discontinuity
Consistent - infants form strong rep. of familiar object from experience before equally strong rep of novel objects
11 month failure to replicate novelty pref suggests picture based rep weaker
Picture Books: Learning Object Names
Overview
Most focus on 3-5yrs, little on 0-2yrs (even though most parents read to them)
Early shared reading correlated with later vocab size
Unknown if infants learn actual book content
One of few media appropriate for infants
Distinctions
Content
Narrative storybooks: entertain; fictional; unrealistic
Educational: teach; non-fictional; real-world things
Iconicity
Drawing: depict real/unreal things, range from abstract > less abstract
Photos: depict real-world references highly realistic
Manipulatives
Physical features designed to encourage manual interaction (pop-ups, flaps, pull-tabs, texture)
Picture Iconicity
Ganea et al (2008)
15 & 18 mnths taught new word for unfamiliar household object from picture book
Colour photos vs realistic drawings vs cartoon drawings
Shown real referent object vs distractor objects - point to x
18 mnth = above change with all 3 picture types
15 mnths = above chance with photos and realistic drawings
Younger children need more iconic pictures to generalise learning from symbol to referent
Manipulative features
Tare et al (2010)
20 month olds taught word for unfamiliar animal from picture book
Pop up vs non pop up
Shown referent vs distractor object - show object
No pop-up group above chance
Pop-up group at chance
Manipulative features lead to less learning
Hinder
Dual representation deficit
Toddlers struggle to represent pics as both concrete + symbolic at same time
Concrete: pic as physical object in own right
Symbolic: pic as representation of real world
Perceptual/cog load
Toddlers' limited attention is divided among touching vs looking vs listening
'Lift the Flap' Study
Overview
Tested how lift the flap book affected 2 yr old word learning
Commercial book - manipulable flap vs. flaps sealed shut
Controlled for iconicity
Book with 9 fruits and veg - taught new name for starfruit
Then tested recognition with picture or real object
Shinskey (2018)
Word knowledge
Pretest
Parent report
Picture identification
Post test
Photo recognition
Object extension
Results
Flap and no flap assigned children did not differ in knowledge of words before book
Flap and no flap did not differ in identification of familiar target words after book
No flap condition exceeded change + outperformance flap group for unfamiliar target
Conclusions
Toddlers' word learning = hindered with manipulative features
Supports dual representation account - symbols concreteness interferes with representation its abstract effect
Supports perceptual/cog load account - manipulative distract attention from book content
Strouse et al (2018)
Books = important
Learning + transfer of info
Symbolic development, analogical reasoning + fantasy reasoning > constrain ability to take info
Deve interact with book features
Ability = disputed by features of book
Establishing whether infants can learn indirectly about real world things from symbolic media depends on symbol-to-referent transfer (not vice versa)
Representations constructed from pictures seem weaker than those constructed from objects
Symbols
Thing that stands for something else
Symbolic object
Symbolic thinking at 2 yrs
Indirectly showing other stuff
Exposed to symbolic things all the time
Learning from symbolic objects
Symbolic objects are everywhere
Dual nature
Concrete: physical object in own right
Symbolic: representation of something else
Achieving competence takes years
9 mnth touch objects in photos as if they were real - misunderstanding
18 mnth read picture books upside down - don't interpret as symbolic
3 yrs believe bowl of food on TV would spill if TV turned - concrete object have an effect on abstract
Preschoolers do not believe line on map can be road as too small for car
Symbolic media = important info sources
Promote indirect learning about events not directly experience
Infants struggle to generalise from symbol to referent (P-O)
More easily generalise from referent to symbol (O-P)
DeLoache (2004)
Symbol minded = important facet
Participate fully in society
Learn to use varieties of symbolic media
Infants initially accept wide range of entities as potential symbols + younger children confused about nature of symbol referent relations
First few years = rapid progress towards competent symbol uses