Language and visual object recognition are two domains of human intelligence that have wide impact on all cognitive systems. Previous research suggests that attention to object shape is a strong predictor of early noun learning and that young children who are delayed in early language learning show attention to shape in noun learning tasks and also deficits in the visual recognition of common objects. These previous findings suggest developmental connections between early lexical development and visual object recognition. The overall objective of this application is to characterize this relation in 18 to 30 month old whose early language is progressing at normative rates and also in children whose early noun learning is progressing more slowly and who are risk for later language learning and language processing deficits. The rationale for doing this research is that it will lead to a deeper understanding of the interdependencies between early language learning, language delay, and developmental changes in visual object recognition. The studies will provide new developmental benchmark measure of visual object recognition and a fine-grained description of the development of visual object recognition in relation to early noun learning in typically developing and language delayed children.

Public Health Relevance

Children who are slow to learn and use language are at risk for significant difficulties in language learning, in language processing, and in later school learning. The proposed research focuses on the earliest noticeable language delays in 18- to 30-month old children and the inter-relations between early noun learning and developmental changes in visual object recognition and methods for enhancing language learning. The work is relevant to public health in that it may aid in early diagnosis and early remediation of these difficulties.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD028675-19
Application #
8601892
Study Section
Language and Communication Study Section (LCOM)
Program Officer
Freund, Lisa S
Project Start
1992-02-01
Project End
2016-12-31
Budget Start
2014-01-01
Budget End
2014-12-31
Support Year
19
Fiscal Year
2014
Total Cost
$230,076
Indirect Cost
$80,676
Name
Indiana University Bloomington
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
006046700
City
Bloomington
State
IN
Country
United States
Zip Code
47401
Kuwabara, Megumi; Smith, Linda B (2016) Cultural differences in visual object recognition in 3-year-old children. J Exp Child Psychol 147:22-38
Smith, Linda; Yu, Chen; Yoshida, Hanako et al. (2015) Contributions of head-mounted cameras to studying the visual environments of infants and young children. J Cogn Dev 16:407-419
Augustine, Elaine; Jones, Susan S; Smith, Linda B et al. (2015) Relations among early object recognition skills: Objects and letters. J Cogn Dev 16:221-235
Vales, Catarina; Smith, Linda B (2015) Words, shape, visual search and visual working memory in 3-year-old children. Dev Sci 18:65-79
Montag, Jessica L; Jones, Michael N; Smith, Linda B (2015) The Words Children Hear: Picture Books and the Statistics for Language Learning. Psychol Sci 26:1489-96
Smith, Linda B; Street, Sandra; Jones, Susan S et al. (2014) Using the axis of elongation to align shapes: developmental changes between 18 and 24 months of age. J Exp Child Psychol 123:15-35
Pereira, Alfredo F; Smith, Linda B; Yu, Chen (2014) A bottom-up view of toddler word learning. Psychon Bull Rev 21:178-85
Smith, Linda B; Suanda, Sumarga H; Yu, Chen (2014) The unrealized promise of infant statistical word-referent learning. Trends Cogn Sci 18:251-8
James, Karin H; Jones, Susan S; Smith, Linda B et al. (2014) Young Children's Self-Generated Object Views and Object Recognition. J Cogn Dev 15:393-401
Arias-Trejo, Natalia; Cantrell, Lisa M; Smith, Linda B et al. (2014) Early comprehension of the Spanish plural. J Child Lang 41:1356-72

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