ArticleFrontiers in psychology2019
No Evidence That Abstract Structure Learning Disrupts Novel-Event Learning in 8- to 11-Month-Olds.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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.
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Who cites it
2 citing papers in PubMed.
- Two for the price of one: Concurrent learning of words and phonotactic regularities from continuous speech.PloS one · 2021Article
- Adaptive rule learning of event sequences during the A-not-B task in 9-month-old infants.Developmental psychobiology · 2020Article
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Authors and funding
3 authors.
Funding
Abstract
Although infants acquire specific information (e.g., motion of a specific toy) and abstract information (e.g., likelihood of events repeating), it is unclear whether extraction of abstract information interferes with specific learning. In the present study, 8- to 11-month-old infants were shown four audio-visual movies, either with a mixed or uniform presentation structure. Learning of abstract information was operationally defined as the looking time to changes in presentation structure of the movies (mixed vs. uniform blocks), and learning of specific information was defined as the looking time to changes in content in the four movies (object properties and identities). We found evidence of both specific and abstract learning, but did not find evidence that extraction of the presentation structure (i.e., abstract learning) impacts specific learning of the events. We discuss the implications of the costs and benefits of the interaction between abstract and specific learning for infants.
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Registered trials
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