Intersensory Redundancy and 7-Month-Old Infants' Memory for Arbitrary Syllable-Object Relations

By L. Gogate, Lorraine E. Bahrick. 2001

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0acac62594594aba7dba4b2aac7b8c2469137947

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In Developmental and Educational Psychology

Citations in the corpus

Intermodal synchrony – as a form of maternal responsiveness – is associated with language development (2017, background): “In further controlled experiments six-month-old (Gogate & Bahrick 2001) and even two-month-old infants (Gogate, Prince & Matatyaho 2009) heard a syllable and were presented with an object that was moved either synchronously or asynchronously to the syllable.”
Cognition as a dynamic system: Principles from embodiment (2005, background): “…a parent introduces an object to a toddler and names it, the parent musters a whole of array of sensory-motor supports to bring the child's attention to the object and to bind that object to the word (Gogate & Bahrick, 2001; Gogate & Walker-Andrews, 2001; Gogate, Walker-Andrews, & Bahrick, 2001).”
Learning words' sounds before learning how words sound: 9-month-olds use distinct objects as cues to categorize speech information. (2009, background): “The audio and visual stimuli were synchronized to increase the likelihood that infants would encode the sound–object pairing (Gogate & Bahrick, 2001).”
The role of intersensory redundancy in early perceptual, cognitive, and social development (2012, background): “…rhythm and tempo discrimination (Barhick et al. 2010 ), numerical discrimination (Farzin et al. 2009 ; Jordan et al. 2008 ), sequence detection (Lewkowicz 2004 ), abstract rule learning (Frank et al. 2009 ), and word comprehension and segmentation (Gogate and Bahrick 2001 ; Hollich et al. 2005 ).”