Language and Action Control: The Acquisition of Action Goals in Early Childhood.

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Bibliographic Details
Title:	Language and Action Control: The Acquisition of Action Goals in Early Childhood.
Authors:	Kray, Jutta, Eenshuistra, Rena, Kerstner, Hannah, Weidema, Maaike, Hommel, Bernhard
Source:	Psychological Science (0956-7976). Sep2006, Vol. 17 Issue 9, p737-741. 5p. 2 Charts, 1 Graph.
Subjects:	Children's language, Emergent literacy, Reaction time, Labels, Language-action paradigm
Abstract:	This study examined the role of verbal labeling in 4-year-old children's acquisition of action-effect learning. The acquisition of action-effect associations was tested by having children first perform a two-choice key-pressing task in which each key press was followed by an effect (i.e., a particular sound) and then respond to the previously perceived effects under either consistent or inconsistent key-sound mappings. During acquisition, the children overtly described the actions, the effects, both the actions and the effects, or, in a control condition, something irrelevant to the actions and effects. Action-effect learning was reliable only if the description related actions to effects, even though some evidence of learning was also obtained in the control condition. In contrast, learning was prevented if only the actions or only the effects were described. The results suggest that verbal labeling plays an important role in integrating and isolating event representations. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	This study examined the role of verbal labeling in 4-year-old children's acquisition of action-effect learning. The acquisition of action-effect associations was tested by having children first perform a two-choice key-pressing task in which each key press was followed by an effect (i.e., a particular sound) and then respond to the previously perceived effects under either consistent or inconsistent key-sound mappings. During acquisition, the children overtly described the actions, the effects, both the actions and the effects, or, in a control condition, something irrelevant to the actions and effects. Action-effect learning was reliable only if the description related actions to effects, even though some evidence of learning was also obtained in the control condition. In contrast, learning was prevented if only the actions or only the effects were described. The results suggest that verbal labeling plays an important role in integrating and isolating event representations. [ABSTRACT FROM AUTHOR]
ISSN:	09567976
DOI:	10.1111/j.1467-9280.2006.01774.x