CNRS, Université Grenoble Alpes, Laboratoire de Psychologie et NeuroCognition, Grenoble 38400, France.
Centre de Recherche en Psychologie et Neurosciences, Aix-Marseille University, CNRS, Marseille 13331, France.
Proc Natl Acad Sci U S A. 2024 Sep 17;121(38):e2321008121. doi: 10.1073/pnas.2321008121. Epub 2024 Sep 10.
We know little about the mechanisms through which leader-follower dynamics during dyadic play shape infants' language acquisition. We hypothesized that infants' decisions to visually explore a specific object signal focal increases in endogenous attention, and that when caregivers respond to these proactive behaviors by naming the object it boosts infants' word learning. To examine this, we invited caregivers and their 14-mo-old infants to play with novel objects, before testing infants' retention of the novel object-label mappings. Meanwhile, their electroencephalograms were recorded. Results showed that infants' proactive looks toward an object during play associated with greater neural signatures of endogenous attention. Furthermore, when caregivers named objects during these episodes, infants showed greater word learning, but only when caregivers also joined their focus of attention. Our findings support the idea that infants' proactive visual explorations guide their acquisition of a lexicon.
我们对领导-跟随动态在双人游戏中影响婴儿语言习得的机制知之甚少。我们假设，婴儿决定视觉探索特定物体表明内源性注意力集中，当照顾者通过命名物体来回应这些主动行为时，它会促进婴儿的单词学习。为了检验这一点，我们邀请了照顾者和他们 14 个月大的婴儿一起玩新的物体，然后测试婴儿对新物体-标签映射的记忆。同时，记录了他们的脑电图。结果表明，婴儿在游戏中主动看向一个物体与更大的内源性注意力神经特征相关。此外，当照顾者在这些场景中命名物体时，婴儿表现出更大的单词学习能力，但只有当照顾者也加入他们的注意力焦点时才会如此。我们的发现支持了这样一种观点，即婴儿的主动视觉探索指导他们词汇的习得。
