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Visual Sequence Learning in Infancy: Domain‐General and Domain‐Specific Associations With Language
Author(s) -
Shafto Carissa L.,
Conway Christopher M.,
Field Suzanne L.,
Houston Derek M.
Publication year - 2011
Publication title -
infancy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.361
H-Index - 69
eISSN - 1532-7078
pISSN - 1525-0008
DOI - 10.1111/j.1532-7078.2011.00085.x
Subject(s) - psychology , bates , comprehension , vocabulary , sequence learning , language acquisition , sequence (biology) , vocabulary development , language development , domain (mathematical analysis) , visual learning , cognitive psychology , vocabulary learning , developmental psychology , linguistics , teaching method , mathematics education , mathematical analysis , philosophy , mathematics , biology , genetics , engineering , aerospace engineering
Research suggests that nonlinguistic sequence learning abilities are an important contributor to language development (Conway, Bauernschmidt, Huang, & Pisoni, 2010). The current study investigated visual sequence learning (VSL) as a possible predictor of vocabulary development in infants. Fifty‐eight 8.5‐month‐old infants were presented with a three‐location spatiotemporal sequence of multicolored geometric shapes. Early language skills were assessed using the MacArthur‐Bates CDI. Analyses of children’s reaction times to the stimuli suggest that the extent to which infants demonstrated learning was significantly correlated with their vocabulary comprehension at the time of test and with their gestural comprehension abilities 5 months later. These findings suggest that VSL may have both domain‐general and domain‐specific associations with language learning.