scholarly journals Adaptive flexibility in category learning? Young children exhibit smaller costs of selective attention than adults.

2019 ◽  
Vol 55 (10) ◽  
pp. 2060-2076 ◽  
Author(s):  
Nathaniel J. Blanco ◽  
Vladimir M. Sloutsky
Keyword(s):  
Young Children ◽  
Selective Attention ◽  
Category Learning

Young children category learning: a training study

2012 ◽  
Vol 28 (3) ◽  
pp. 599-617 ◽  
Author(s):  
Andrea Sabina Taverna ◽  
Olga Alicia Peralta
Keyword(s):  
Young Children ◽  
Category Learning ◽  
Training Study

scholarly journals Selective attention in rat visual category learning

2019 ◽  
Vol 26 (3) ◽  
pp. 84-92 ◽  
Author(s):  
Matthew B. Broschard ◽  
Jangjin Kim ◽  
Bradley C. Love ◽  
Edward A. Wasserman ◽  
John H. Freeman
Keyword(s):  
Selective Attention ◽  
Category Learning ◽  
Visual Category Learning

scholarly journals Eyetracking and selective attention in category learning

2005 ◽  
Vol 51 (1) ◽  
pp. 1-41 ◽  
Author(s):  
Bob Rehder ◽  
Aaron B. Hoffman
Keyword(s):  
Selective Attention ◽  
Category Learning

scholarly journals Speech-in-Speech Recognition and Spatially Selective Attention in Children and Adults

2021 ◽  
pp. 1-10
Author(s):  
Stacey G. Kane ◽  
Kelly M. Dean ◽  
Emily Buss
Keyword(s):  
Speech Recognition ◽  
Word Recognition ◽  
Young Children ◽  
Selective Attention ◽  
Target Location ◽  
Age Groups ◽  
Noise Burst ◽  
Spatial Cues ◽  
The One ◽  
Child Age

Purpose Knowing target location can improve adults' speech-in-speech recognition in complex auditory environments, but it is unknown whether young children listen selectively in space. This study evaluated masked word recognition with and without a pretrial cue to location to characterize the influence of listener age and masker type on the benefit of spatial cues. Method Participants were children (5–13 years of age) and adults with normal hearing. Testing occurred in a 180° arc of 11 loudspeakers. Targets were spondees produced by a female talker and presented from a randomly selected loudspeaker; that location was either known, based on a pretrial cue, or unknown. Maskers were two sequences comprising spondees or speech-shaped noise bursts, each presented from a random loudspeaker. Speech maskers were produced by one male talker or by three talkers, two male and one female. Results Children and adults benefited from the pretrial cue to target location with the three-voice masker, and the magnitude of benefit increased with increasing child age. There was no benefit of location cues in the one-voice or noise-burst maskers. Incorrect responses in the three-voice masker tended to correspond to masker words produced by the female talker, and in the location-known condition, those masker intrusions were more likely near the cued loudspeaker for both age groups. Conclusions Increasing benefit of the location cue with increasing child age in the three-voice masker suggests maturation of spatially selective attention, but error patterns do not support this idea. Differences in performance in the location-unknown condition could play a role in the differential benefit of the location cue.

Task variations and attention shifts in young children’s category learning

2003 ◽  
Vol 27 (6) ◽  
pp. 495-504 ◽  
Author(s):  
Ruth M. Ford
Keyword(s):  
Young Children ◽  
Recognition Memory ◽  
Category Learning ◽  
Category Membership ◽  
Intentional Learning ◽  
Assessment Task ◽  
Category Formation ◽  
Single Category ◽  
Attention Shifts

Two studies examined the conditions under which 6-year-old children succeeded in discovering prototypical information within ill-defined categories for fictitious animals that had salient individuating properties. Following either incidental or intentional learning of a single category, children attended to both prototypical and instance-specific features when judging the category membership of new examples (Experiment 1). When the same category was contrasted with a similar category in a sorting-with-feedback procedure, children relied on prototypical features in categorisation despite the fact that instance-specific features dominated their recognition-memory judgements (Experiment 2). The results show young children to be capable of shifting their attention to different kinds of category attributes according to the conditions of category formation and the nature of the assessment task.

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