title: Linguistic labels, dynamic visual features, and attention in infant category learning.
abstract: How do words affect categorization? According to some accounts, even early in development words are category markers and are different from other features. According to other accounts, early in development words are part of the input and are akin to other features. The current study addressed this issue by examining the role of words and dynamic visual features in category learning in 8- to 12-month-old infants. Infants were familiarized with exemplars from one category in a label-defined or motion-defined condition and then tested with prototypes from the studied category and from a novel contrast category. Eye-tracking results indicated that infants exhibited better category learning in the motion-defined condition than in the label-defined condition, and their attention was more distributed among different features when there was a dynamic visual feature compared with the label-defined condition. These results provide little evidence for the idea that linguistic labels are category markers that facilitate category learning.
authors.affiliation: Department of Psychology, The Ohio State University, Columbus, OH 43210, USA.
authors.forename: Wei Sophia
authors.initials: WS
authors.lastname: Deng
authors.affiliation: Department of Psychology, The Ohio State University, Columbus, OH 43210, USA. Electronic address: sloutsky.1@osu.edu.
authors.forename: Vladimir M
authors.initials: VM
authors.lastname: Sloutsky
mesh_terms: D001288:Attention; D003210:Concept Formation; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D007223:Infant; D018730:Infant Behavior / Q000523:psychology*; D007858:Learning; D008037:Linguistics; D008297:Male; D010364:Pattern Recognition, Visual; D010775:Photic Stimulation / Q000379:methods*
keywords: Attention; Category learning; Cognitive development; Dynamic visual cues; Eye-tracking; Infancy; Labeling
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