Catarina Vales

Words, shape, visual search and visual working memory in 3‐year‐old children

Do words cue childrens visual attention, and if so, what are the relevant mechanisms? Across four experiments, 3-year-old children (N = 163) were tested in visual search tasks in which targets were cued with only a visual preview versus a visual preview and a spoken name. The experiments were designed to determine whether labels facilitated search times and to examine one route through which labels could have their effect: By influencing the visual working memory representation of the target. The targets and distractors were pictures of instances of basic-level known categories and the labels were the common name for the target category. We predicted that the label would enhance the visual working memory representation of the target object, guiding attention to objects that better matched the target representation. Experiments 1 and 2 used conjunctive search tasks, and Experiment 3 varied shape discriminability between targets and distractors. Experiment 4 compared the effects of labels to repeated presentations of the visual target, which should also influence the working memory representation of the target. The overall pattern fits contemporary theories of how the contents of visual working memory interact with visual search and attention, and shows that even in very young children heard words affect the processing of visual information.

Sustained selective attention predicts flexible switching in preschoolers

Stability and flexibility are fundamental to an intelligent cognitive system. Here, we examined the relationship between stability in selective attention and explicit control of flexible attention. Preschoolers were tested on the Dimension Preference (DP) task, which measures the stability of selective attention to an implicitly primed dimension, and the Dimension Change Card Sort (DCCS) task, which measures flexible attention switching between dimensions. Children who successfully switched on the DCCS task were more likely than those who perseverated to sustain attention to the primed dimension on the DP task across trials. We propose that perseverators have less stable attention and distribute their attention between dimensions, whereas switchers can successfully stabilize attention to individual dimensions and, thus, show more enduring priming effects. Flexible attention may emerge, in part, from implicit processes that stabilize attention even in tasks not requiring switching.

When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children

A large literature shows strong developmental links between early language abilities and later cognitive abilities. We present evidence for one pathway by which language may influence cognition and development: by influencing how visual information is momentarily processed. Children were asked to identify a target in clutter and either saw a visual preview of the target or heard the basic-level name of the target. We hypothesized that the name of the target should activate category-relevant information and, thus, facilitate more rapid detection of the target amid distractors. Children who heard the name of the target before search were more likely to correctly identify the target at faster speeds of response, a result that supports the idea that words lower the threshold for target identification. This finding has significant implication for understanding the source of vocabulary-mediated individual differences in cognitive achievement and, more generally, for the relation between language and thought.