Evidence map›Paper›PMID 29986170›Full record

ArticleJournal of experimental child psychology2018

When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children.

Catarina Vales, Linda B Smith

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of experimental child psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Catarina ValesDepartment of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA. Electronic address: cvales@andrew.cmu.edu.
Linda B SmithDepartment of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.

Funding

The Shape Bias in Early Word LearningR01HD028675 · NICHD · TRUSTEES OF INDIANA UNIVERSITY · PI SMITH, LINDA B. · 1992 to 2016
$3.0M
NICHD NIH HHS R01 HD028675
6 · The paper itself

Abstract

A large literature shows strong developmental links between early language abilities and later cognitive abilities. We present evidence for one pathway by which language may influence cognition and development: by influencing how visual information is momentarily processed. Children were asked to identify a target in clutter and either saw a visual preview of the target or heard the basic-level name of the target. We hypothesized that the name of the target should activate category-relevant information and, thus, facilitate more rapid detection of the target amid distractors. Children who heard the name of the target before search were more likely to correctly identify the target at faster speeds of response, a result that supports the idea that words lower the threshold for target identification. This finding has significant implication for understanding the source of vocabulary-mediated individual differences in cognitive achievement and, more generally, for the relation between language and thought.

Indexed as

CognitionLanguageRecognition, PsychologyAcoustic StimulationChild, PreschoolCuesFemaleHumansMalePhotic StimulationReaction TimeCognitive developmentLanguageLanguage developmentObject recognitionVisionVisual perception

Identifiers

PMID29986170
PMCPMC6225522

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.