Investigating verbal coding of pictures and the effects of language in children during a short-term memory task with eye tracking
(2017) PSYP01 20171Department of Psychology
- Abstract (Swedish)
- Understanding the parameters of using speech code for visual material is critical to a range of theories concerning memory span development, and the relationship between language and thought. The present study attempted to reveal whether a group of children (N = 39, age 5–7) used verbal labelling of pictures in a memory task, by investigating dwell times on pictures of objects. It is the first study to attempt this while also considering the role of language-related factors, such as language ability and multilingualism. In each trial of the experiment, the child saw four pictures of common objects, and after a short distraction task a visual cue to a target object appeared. When considering the complete sample, the results show no general... (More)
- Understanding the parameters of using speech code for visual material is critical to a range of theories concerning memory span development, and the relationship between language and thought. The present study attempted to reveal whether a group of children (N = 39, age 5–7) used verbal labelling of pictures in a memory task, by investigating dwell times on pictures of objects. It is the first study to attempt this while also considering the role of language-related factors, such as language ability and multilingualism. In each trial of the experiment, the child saw four pictures of common objects, and after a short distraction task a visual cue to a target object appeared. When considering the complete sample, the results show no general effect of longer first dwells on multisyllabic objects compared to monosyllabic objects, which has been documented in adults. This might be taken to indicating that the children did not use verbal labels for what they saw. However, multilingual children had significantly longer first dwells compared to monolinguals, which could indicate more language interference in this group. Moreover, a surprising interaction effect from language scores revealed that less verbally competent children looked significantly longer on monosyllabic objects compared to multisyllabic objects. This association could be interpreted to mean partial verbal activation of only short-named objects. The results of this study indicate that language-related factors are relevant in a visual memory task, but highlight our current lack of understanding on how visual and verbal processes are related in young children. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8927184
- author
- Bækø Ness, Torunn Emilie Bækø LU
- supervisor
-
- Elia Psouni LU
- Roger Johansson LU
- organization
- course
- PSYP01 20171
- year
- 2017
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Verbal Coding, Implicit labelling, Eye tracking, Word-Length effect, Language Ability
- language
- English
- id
- 8927184
- date added to LUP
- 2017-10-13 15:29:38
- date last changed
- 2017-10-13 15:29:38
@misc{8927184, abstract = {{Understanding the parameters of using speech code for visual material is critical to a range of theories concerning memory span development, and the relationship between language and thought. The present study attempted to reveal whether a group of children (N = 39, age 5–7) used verbal labelling of pictures in a memory task, by investigating dwell times on pictures of objects. It is the first study to attempt this while also considering the role of language-related factors, such as language ability and multilingualism. In each trial of the experiment, the child saw four pictures of common objects, and after a short distraction task a visual cue to a target object appeared. When considering the complete sample, the results show no general effect of longer first dwells on multisyllabic objects compared to monosyllabic objects, which has been documented in adults. This might be taken to indicating that the children did not use verbal labels for what they saw. However, multilingual children had significantly longer first dwells compared to monolinguals, which could indicate more language interference in this group. Moreover, a surprising interaction effect from language scores revealed that less verbally competent children looked significantly longer on monosyllabic objects compared to multisyllabic objects. This association could be interpreted to mean partial verbal activation of only short-named objects. The results of this study indicate that language-related factors are relevant in a visual memory task, but highlight our current lack of understanding on how visual and verbal processes are related in young children.}}, author = {{Bækø Ness, Torunn Emilie Bækø}}, language = {{eng}}, note = {{Student Paper}}, title = {{Investigating verbal coding of pictures and the effects of language in children during a short-term memory task with eye tracking}}, year = {{2017}}, }