Generalization of learning from picture books to novel test conditions by 18- and 24-month-old children.
Researchers know little about whether very young children can recognize objects originally introduced to them in a picture book when they encounter similar looking objects in various real-world contexts. The present studies used an imitation procedure to explore young children's ability to generalize a novel action sequence from a picture book to novel test conditions. The authors found that 18-month-olds imitated the action sequence from a book only when the conditions at testing matched those at encoding; altering the test stimuli or context disrupted imitation (Experiment 1A). In contrast, the 24-month-olds imitated the action sequence with changes to both the test context and stimuli (Experiment 1B). Moreover, although the 24-month-olds exhibited deferred imitation with no changes to the test conditions, they did not defer imitation with changes to the context and stimuli (Experiment 2). Two factors may account for the pattern of results: age-related changes in children's ability to utilize novel retrieval cues as well as their emerging ability to understand the representational nature of pictures.
Simcock
Gabrielle
G
Early Cognitive Development Unit, School of Psychology, University of Queensland.
Dooley
Megan
M
Early Cognitive Development Unit, School of Psychology, University of Queensland.
D000704:Analysis of Variance; D001154:Art; D001877:Books; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007223:Infant; D007858:Learning; D008297:Male; D010988:Play and Playthings; D011932:Reading; D015203:Reproducibility of Results; D014796:Visual Perception