ArticleDevelopmental science2024
Touch to learn: Multisensory input supports word learning and processing.
Article in Developmental science, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 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.
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.
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Who cites it
5 citing papers in PubMed.
- Lexical Leveraging in Novel Word Learning: Different Semantic Properties Support Learners at Different Stages of Development.Developmental science · 2026Article
- Stakeholders' Roles in Evolutionizing Education: An Evolutionary-Based Toolkit Surrounding Elementary Education.Behavioral sciences (Basel, Switzerland) · 2025Review
- Perceptual-semantic features of words differentially shape early vocabulary in American Sign Language and English.Applied psycholinguistics · 2025Article
- Unpacking Multimodal Verb Input in English: Insights From Typically Developing Infants and Those Who are Deaf and Hard of Hearing.Infancy : the official journal of the International Society on Infant StudiesArticle
- Tactile Cues and Object Use in Multimodal Communicative Behaviors: Parent-Infant Interactions From 9 to 12 months of Age.Infancy : the official journal of the International Society on Infant StudiesArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Infants experience language in rich multisensory environments. For example, they may first be exposed to the word applesauce while touching, tasting, smelling, and seeing applesauce. In three experiments using different methods we asked whether the number of distinct senses linked with the semantic features of objects would impact word recognition and learning. Specifically, in Experiment 1 we asked whether words linked with more multisensory experiences were learned earlier than words linked fewer multisensory experiences. In Experiment 2, we asked whether 2-year-olds' known words linked with more multisensory experiences were better recognized than those linked with fewer. Finally, in Experiment 3, we taught 2-year-olds labels for novel objects that were linked with either just visual or visual and tactile experiences and asked whether this impacted their ability to learn the new label-to-object mappings. Results converge to support an account in which richer multisensory experiences better support word learning. We discuss two pathways through which rich multisensory experiences might support word learning.
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Registered trials
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.