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Seidl, Amanda H.; Indarjit, Michelle; Borovsky, Arielle – Developmental Science, 2024
Infants experience language in rich multisensory environments. For example, they may first be exposed to the word applesauce while touching, tasting, smelling, and seeing applesauce. In three experiments using different methods we asked whether the number of distinct senses linked with the semantic features of objects would impact word recognition…
Descriptors: Multisensory Learning, Vocabulary Development, Toddlers, Visual Stimuli
Ruthe Foushee; Mahesh Srinivasan; Fei Xu – Developmental Science, 2025
We introduce a novel method to test a classic idea in developmental science that children's attention to a stimulus is driven by how much they can learn from it. Preschoolers (4-6 years, M=4.6) watched a video where a distracting animation accompanied static, page-by-page illustrations of a storybook. The audio narration for each storybook page…
Descriptors: Preschool Children, Attention, Listening, Eye Movements
Virginie Crollen; Margot Buyle; Christine Schiltz; Aliette Lochy – Developmental Science, 2025
Numbers and letters are culturally created symbols that acquire meaning through extensive training, significantly influencing brain function. The distinct hemispheric specialization of cortical regions for these categories has been hypothesized to relate to the co-activated brain networks: the left language regions for letters, and the right…
Descriptors: Deafness, Brain Hemisphere Functions, Hearing (Physiology), Children
Margaret Addabbo; Elena Guida; Victoria Licht; Chiara Turati – Developmental Science, 2025
Touch is an extraordinary sensory, communicative, and affective experience that has cascading positive effects on infants' socio-emotional development and neurobiological functioning. This study aims to explore whether maternal touch can influence infants' well-known attentional biases toward fearful facial expressions. Visual behaviour of…
Descriptors: Tactual Perception, Parent Child Relationship, Infants, Mothers
Solveig Jurkat; Moritz Köster; Ledys Hernández Chacón; Shoji Itakura; Joscha Kärtner – Developmental Science, 2024
Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the…
Descriptors: Foreign Countries, Children, Child Development, Mothers
Gijbels, Liesbeth; Lee, Adrian K. C.; Yeatman, Jason D. – Developmental Science, 2024
As reading is inherently a multisensory, audiovisual (AV) process where visual symbols (i.e., letters) are connected to speech sounds, the question has been raised whether individuals with reading difficulties, like children with developmental dyslexia (DD), have broader impairments in multisensory processing. This question has been posed before,…
Descriptors: Dyslexia, Developmental Disabilities, Auditory Perception, Visual Perception
Francesco Poli; Tommaso Ghilardi; Roseriet Beijers; Carolina de Weerth; Max Hinne; Rogier B. Mars; Sabine Hunnius – Developmental Science, 2024
Habituation and dishabituation are the most prevalent measures of infant cognitive functioning, and they have reliably been shown to predict later cognitive outcomes. Yet, the exact mechanisms underlying infant habituation and dishabituation are still unclear. To investigate them, we tested 106 8-month-old infants on a classic habituation task and…
Descriptors: Foreign Countries, Infants, Habituation, Novelty (Stimulus Dimension)