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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Infants' goal prediction for simple action events Elsner, Birgit; Adam, Maurits. - 2021 BASE Show details 2 Consistency of co-occurring actions influences young children’s word learning Eiteljoerge, Sarah F. V.; Adam, Maurits; Elsner, Birgit. - 2019 BASE Show details 3 Consistency of co-occurring actions influences young children’s word learning Eiteljoerge, Sarah F. V.; Adam, Maurits; Elsner, Birgit. - : The Royal Society, 2019 BASE Show details 4 Word-object and action-object association learning across early development Eiteljoerge, Sarah F. V.; Adam, Maurits; Elsner, Birgit. - : Public Library of Science, 2019 BASE Show details 5 Semantic consistency of actions influences young children’s word learning ... Eiteljoerge, Sarah; Adam, Maurits; Elsner, Birgit; Mani, Nivedita. - : PsyArXiv, 2018 Abstract: Communication with young children is often multimodal in nature, involving, for example, language and actions. This multimodal input supports language learning when it highlights the connection of word and object. But multimodal input can also guide the child’s attention away from the language input, and thus, exacerbate learning. In the current study, we therefore examined the influence of semantic consistency of actions on early word learning. Children (18 months, 30 months, 36 - 48 months) and adults were presented with two novel objects and their novel labels while different actions were performed on these objects, such that the pairing of actions and objects was either consistent (Consistent group) or varied across trials (Inconsistent group). At test, participants saw both objects and heard one of the labels to examine participants’ target looking upon hearing its label. Only 3- to 4-year-olds and adults learned word-object associations with the children benefiting from consistent and adults from the ... Keyword: Developmental Psychology; First and Second Language Acquisition; FOS Languages and literature; FOS Psychology; Linguistics; Psychology; Social and Behavioral Sciences URL: https://psyarxiv.com/btkg8/ https://dx.doi.org/10.17605/osf.io/btkg8 BASE Hide details 6 The impact of verbal cues on 14- and 24-month-olds' visual action anticipation ... Adam, Maurits; Eiteljoerge, Sarah; Mani, Nivedita. - : PsyArXiv, 2018 BASE Show details

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