Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned
To become skilled artifact users, children must learn the actions and functions associated with artifacts. We investigated preschoolers’ ability to fast map an action, function and name associated with a novel artifact, and retain the new mapping long term following brief incidental exposure to the...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2018
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| Online Access: | https://repository.londonmet.ac.uk/6381/2/8-4a%20SUB%20MS%20artifact%20learning.docx |
| _version_ | 1825625546005938176 |
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| author | Holland, Amanda Hyde, Grace Riggs, Kevin J. Simpson, Andrew |
| author_facet | Holland, Amanda Hyde, Grace Riggs, Kevin J. Simpson, Andrew |
| author_sort | Holland, Amanda |
| collection | LMU |
| description | To become skilled artifact users, children must learn the actions and functions associated with artifacts. We investigated preschoolers’ ability to fast map an action, function and name associated with a novel artifact, and retain the new mapping long term following brief incidental exposure to the artifact being used. In Experiment 1, 3- and 5-year-olds (N = 144) were tested 1 week after two exposures to a novel action, function, and name. Participants performed well on comprehension tests of all three kinds of information. In Experiment 2, 3-year-olds (N = 100) were exposed to these three kinds of information only once. Retention of the action–artifact link was above chance levels, whereas retention of function and the name was not. Finally, in Experiment 3, 4-year-olds (N = 128) performed well on an action production task 1 week after brief exposure. In contrast, their performance on a name production task immediately after exposure was poor. Our data suggest that preschoolers can retain function information about a novel artifact from minimal exposure, similar to their ability to learn an artifact name. Crucially, their ability to remember action–artifact mappings is markedly better than their ability to remember functions and names. |
| first_indexed | 2024-07-09T04:01:40Z |
| format | Article |
| id | oai:repository.londonmet.ac.uk:6381 |
| institution | London Metropolitan University |
| language | English |
| last_indexed | 2025-02-19T01:14:57Z |
| publishDate | 2018 |
| publisher | Elsevier |
| record_format | eprints |
| spelling | oai:repository.londonmet.ac.uk:63812024-07-15T11:24:13Z https://repository.londonmet.ac.uk/6381/ Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned Holland, Amanda Hyde, Grace Riggs, Kevin J. Simpson, Andrew 150 Psychology To become skilled artifact users, children must learn the actions and functions associated with artifacts. We investigated preschoolers’ ability to fast map an action, function and name associated with a novel artifact, and retain the new mapping long term following brief incidental exposure to the artifact being used. In Experiment 1, 3- and 5-year-olds (N = 144) were tested 1 week after two exposures to a novel action, function, and name. Participants performed well on comprehension tests of all three kinds of information. In Experiment 2, 3-year-olds (N = 100) were exposed to these three kinds of information only once. Retention of the action–artifact link was above chance levels, whereas retention of function and the name was not. Finally, in Experiment 3, 4-year-olds (N = 128) performed well on an action production task 1 week after brief exposure. In contrast, their performance on a name production task immediately after exposure was poor. Our data suggest that preschoolers can retain function information about a novel artifact from minimal exposure, similar to their ability to learn an artifact name. Crucially, their ability to remember action–artifact mappings is markedly better than their ability to remember functions and names. Elsevier 2018-02-09 Article PeerReviewed text en cc_by_nc_nd_4 https://repository.londonmet.ac.uk/6381/2/8-4a%20SUB%20MS%20artifact%20learning.docx Holland, Amanda, Hyde, Grace, Riggs, Kevin J. and Simpson, Andrew (2018) Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned. Journal of Experimental Child Psychology, 170. pp. 57-71. ISSN 0022-0965 https://doi.org/10.1016/j.jecp.2017.12.013 10.1016/j.jecp.2017.12.013 10.1016/j.jecp.2017.12.013 |
| spellingShingle | 150 Psychology Holland, Amanda Hyde, Grace Riggs, Kevin J. Simpson, Andrew Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned |
| title | Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned |
| title_full | Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned |
| title_fullStr | Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned |
| title_full_unstemmed | Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned |
| title_short | Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned |
| title_sort | preschoolers fast map and retain artifact functions as efficiently as artifact names but artifact actions are the most easily learned |
| topic | 150 Psychology |
| url | https://repository.londonmet.ac.uk/6381/2/8-4a%20SUB%20MS%20artifact%20learning.docx |
| work_keys_str_mv | AT hollandamanda preschoolersfastmapandretainartifactfunctionsasefficientlyasartifactnamesbutartifactactionsarethemosteasilylearned AT hydegrace preschoolersfastmapandretainartifactfunctionsasefficientlyasartifactnamesbutartifactactionsarethemosteasilylearned AT riggskevinj preschoolersfastmapandretainartifactfunctionsasefficientlyasartifactnamesbutartifactactionsarethemosteasilylearned AT simpsonandrew preschoolersfastmapandretainartifactfunctionsasefficientlyasartifactnamesbutartifactactionsarethemosteasilylearned |