这项研究是由美国国家科学基金会的研究生研究奖学金到达尼埃尔·R·珀欣齐克和美国国立卫生研究院资助桑德拉·韦克斯曼R.（R01HD083310）的支持。

下面的步骤是由西北大学机构审查委员会批准，并从所有婴幼儿的照顾者获得了知情同意书。我们招募被提出婴幼儿的环境中有超过50％的接触英语11，17。在所有实验婴幼儿先听取了我们的操作曝光向狐猴发声或向后讲话配乐;然后，他们参加了一个对象分类的任务。什么跨婴儿变化是（A）他们在曝光操作听到信号的类型和分类任务（无论是狐猴的叫声...

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R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Words+(but+not+tones)+facilitate+object+categorization:+Evidence+from+6-+and+12-month-olds.">Words (but not tones) facilitate object categorization: Evidence from 6- and 12-month-olds.</a> Cognition. 105 (1), 218-228 (2007).</li><li>Ferry, A. L., Hespos, S. J., Waxman, S. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Categorization+in+3-+and+4-month-old+infants:+An+advantage+of+words+over+tones.">Categorization in 3- and 4-month-old infants: An advantage of words over tones.</a> Child dev. 81 (2), 472-479 (2010).</li><li>Balaban, M. T., Waxman, S. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Do+words+facilitate+object+categorization+in+9-month-old+infants.">Do words facilitate object categorization in 9-month-old infants.</a> J exp child psychol. 64, 3-26 (1997).</li><li>Mareschal, D., Quinn, P. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Categorization+in+infancy.">Categorization in infancy.</a> Trends Cogn Sci. 5 (10), 443-450 (2001).</li><li>Aslin, R. 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S., Monesson, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+origin+of+biases+in+face+perception.">The origin of biases in face perception.</a> Psychol sci. 20 (6), 676-680 (2009).</li></ol>

在这里，我们勾勒出可用于在婴儿期及早联的声音和核心认知过程的体验角色的过程。我们的组合的实验记录了第一个证据经验起着引导婴儿到指定信号，从广泛的初始集合的可能性的中心作用，它们将利用核心概念流程，最终提供的含义的基础。他们还揭示了先天和后天之间错综复杂的接口：虽然经验起到多大的作用，如果有的话，在确定广泛的，婴儿最初链接到认知的17个?...

人类婴儿出生准备收购的语言，文化和认知工具，我们定义为一个物种，从根本上塑造了我们的发展。中央对我们的学习语言能力的人的发展的两个特点：我们altriciality和我们强大的学习策略。总之，这些功能解锁早期的可塑性，使婴儿是高度切合他们的环境投入相当大的程度。例如，尽管婴儿来到这个世界与一组感知偏好和歧视性的能力足够宽以包括面和人类和非人灵长类动物的声音，在几个月内它们缩小这些偏好为排他性人类信号1，2，3。感知变窄的过程是自适应的在两个方面：它增加相关交际信号R的信噪比12;那些将引导婴幼儿高效准确地定位其复杂的社会世界-它铺平了道路，跨越感性的方式整合信息的方式（ 例如 ，整合音容）4 -为人类语言的本质多式联运的一个基本要素。而且，由于婴儿的早期可塑性的，感性变窄可以防止或与暴露于外来的信号（ 例如 ，非天然语言，非人脸，外国音乐节拍）5，6,8反转。这说明知觉变窄体验驱动的。 然而，要掌握自己的母语，婴幼儿必须做的比调更多的面孔和其扬声器的声音。人类语言的力量是密不可分的认知9。令人难以置信的是，即使是在生命的第一年，婴儿具有B-EGUN链接语言与认知：只需听人类语言促进婴儿，以形成对象的类别能力，构建块为他们的认知10，11，12。 这并不是说，婴儿只能形成对象的类别，如果他们是听语言。相反，几十年的研究显示，在其生命的最初几个月的婴儿可以形成在没有任何声音，13中的至少一些对象的类别。但并不是所有的对象类别是同样容易对婴儿形成。稍微更困难的类别提供了有力的机会，发现如果有的话，语言可能对婴儿的分类有什么影响。要做到这一点，研究人员识别更难对象类别婴儿在没有其他辅助信息（如语言）识别，然后询问是否语言（和其他声音<html> ）婴幼儿提供任何优势，在分类。 使用这样的逻辑，语言和对象分类之间的早期联系在一个新颖性优先模式设计成适应非常小的婴儿（ 图1b）11记录。这种模式有两个阶段。在熟悉阶段，所有婴儿查看一系列不同对象（ 例如 ，恐龙）的图像与声音一起顺序地呈现。在测试阶段期间，所有婴儿在沉默查看两个新的图像：一张是现在熟悉的类别（ 例如 ，另一恐龙）的一个新成员，而另一个是一个新颖类别的（ 例如 ，鱼）的部件。婴儿在测试的寻找时间作为分类的指标。如果婴儿形成熟悉期间的类别，则在测试他们应该从熟悉图像区分小说。如果婴儿不这样做，那么在测试他们应该有机会执行“&gt; 14，15，16。 结果是惊人的。在3,4，和6个月，婴儿熟悉期间收听语言-但不是音调序列-成功地形成对象的类别11，17。出人意料的是，语言是不是发挥这种优势的认知唯一的声音：在第3和4个月，听着非人灵长类动物的发声（马达加斯加，蓝眼睛狐猴：Eulemur狐猿flavifrons）款赋予相同的认知优势，因为人的发声17。 6个月的年龄，但婴幼儿已调整这个最初广泛的人权具体发声的链接;狐猴发声不再会对婴儿分类17的效果。 但是，什么样的机制underlies婴儿增加精度联的语言和认识？在这里，我们考虑的婴儿经历的贡献。请问婴儿与人类语言（和他们的经验，听狐猴叫声缺乏）发挥作用，因为它们最初缩小特权信号（ 例如 ，人与非人灵长类动物发声）和对象分类的核心认知过程之间的联系 ，丰富的经验？当然，我们无法通过操纵婴儿接触到的语言进行测试。但是，我们可以操纵他们接触到狐猴发声。我们专注于婴幼儿在6和7个月的婴儿-婴儿谁，在没有曝光，不再联系狐猴发声和对象分类17。在实验1中，我们要求短暂暴露于狐猴的叫声是否允许他们保持这种信号和对象分类之间的联系。在实验2中，我们询问是否短暂暴露于落后的演讲 - 这始终未能支持对象范畴上的信号在化17任何年龄-也促进了对象分类。在实验3，我们把暴露的问题，以更严格的测试，考察更长时间暴露在狐猴叫声是否允许他们保留其最初宽泛的链接。

<table border="0" cellpadding="0" cellspacing="0" width="586">
	<colgroup>
		<col />
		<col />
		<col />
		<col />
	</colgroup>
	<tbody>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Laptop 1</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td style="width:167px;">Use for presenting exposure soundtrack; preferably using iTunes Visualizer</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Laptop 2</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for programming and presenting categorization task</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Laptop 3 (optional)</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for coding infant looking behavior (can also use one of the above laptops)</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Coding software</td>
			<td style="width:84px;">SuperCoder</td>
			<td style="width:119px;"></td>
			<td>Use for coding infant looking behavior</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Video recorder</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for recording infants&#39; face (looking behavior during categorization task)</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Mixer</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for integrating information from the video recorder (infant looking behavior) and the visual stimuli (categorization task)&#160;</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">DVD player</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for recording the input from the video recorder (infant looking behavior)</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Television</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for viewing input from mixer (screen-in-screen; categorization task in corner of screen showing infant looking behavior)&#160;</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Projector</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for projecting visual stimuli of categorization task on screen</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Speakers</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for presenting auditory stimuli during categorization task</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Blacked-out sunglasses</td>
			<td style="width:84px;"></td>
			<td style="width:119px;"></td>
			<td>Use for blocking caretaker&#39;s vision during categorization task</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Statistical analysis software</td>
			<td style="width:84px;">R</td>
			<td style="width:119px;"></td>
			<td>Use for analyzing infant looking behavior</td>
		</tr>
	</tbody>
</table>

experience is instrumental in tuning a link between language and cognition: evidence from 6-  to 7- month-old infants' object categorization

出生时，婴儿不仅喜欢听人发声，但也已经开始发声这些链接到认知：对于婴儿年仅三个月大时，听人语言支持对象分类，一个核心的认知能力。这个早熟的链接最初是广：在第3和4个月，人类和非人类灵长类动物的发声支持分类。但到了6个月，婴儿已经缩小的链接：只有人类发声支持对象分类。在这里，我们问导游婴幼儿，因为他们调整自己最初广泛链接到一个更精确的一个，只有我们人类的发声接合。在三个研究中，我们使用了一种新的范式曝光考察经验的影响。我们的文件，只是暴露婴儿非人灵长类动物叫声使婴儿保持这种信号和分类之间的早期建立的链路。与此相反，露出婴儿到向后的语音 - 信号失败于任何年龄，以支持分类 - 没有提供这样的优势。我们的研究结果揭示早期经验的功率为婴幼儿指定信号，从最初广泛的，他们将继续链接到认知。

使用以上（ 图1）中列出的程序，我们跑了三个实验来测试曝光的效果婴儿细化某些声音和认知之间的联系。 实验1的结果表明，短暂暴露于狐猴的叫声了惊人的效果。七暴露于狐猴发声月婴儿可靠地优选的新型测试图像，M = 0.57， 标准差 = 0.09; T（13）= 3.12，P = 0.008，D = 1.73（ <stron...

Watch this Scientific Journal Video about Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6-  to 7- Month-Old Infants' Object Categorization at JoVE.com

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6-  to 7- Month-Old Infants' Object Categorization

在3-4个月，听着人与非人灵长类动物发声增强婴幼儿的认知; 6个月，只有人类发声发挥这种认知优势。我们描述揭示的婴幼儿指定经验这听起来链接到认知和调出功能强大的整形角色曝光操作。

经验是器乐在调整语言与认知之间的联系：证据的6至7个月大的婴儿对象分类

At birth, infants not only prefer listening to human vocalizations, but also have begun to link these vocalizations to cognition: For infants as young as ...

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P50感觉门控的婴幼儿

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The rubber hand illusion (RHI) is a popular experimental paradigm. Participants view touch on an artificial rubber hand while the participants' own hidden ...

Transferring Cognitive Tasks Between Brain Imaging Modalities: Implications for Task Design and Results Interpretation in fMRI Studies

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As cognitive neuroscience methods develop, established experimental tasks are used with emerging brain imaging modalities. Here transferring a paradigm ...

Modulating Cognition Using Transcranial Direct Current Stimulation of the Cerebellum

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Numerous studies have emerged recently that demonstrate the possibility of modulating, and in some cases enhancing, cognitive processes by exciting brain ...

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A Mouse Model of Subchronic and Mild Social Defeat Stress for Understanding Stress-induced Behavioral and Physiological Deficits

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Stressful life events often increase the incidence of depression in humans. To study the mechanisms of depression, the development of animal models of ...

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The memory game paradigm is a behavioral procedure to explore the relationship between language, spatial memory, and object knowledge. Using two different ...

Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language

利用视觉世界范式中的眼球运动探索口语的在线处理

In a typical eye tracking study using the visual world paradigm, participants' eye movements to objects or pictures in the visual workspace are recorded ...

A High-performance Liquid Chromatography Measurement of Kynurenine and Kynurenic Acid: Relating Biochemistry to Cognition and Sleep in Rats

高效液相色谱法测定犬尿氨和 Kynurenic 酸: 对大鼠认知和睡眠的相关生物化学研究

The kynurenine pathway (KP) of tryptophan degradation has been implicated in psychiatric disorders. Specifically, the astrocyte-derived metabolite ...

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

分解阅读理解中的方差, 揭示语言与译码的独特性和共性效应

The Simple View of Reading is a popular model of reading that claims that reading is the product of decoding and language, with each component uniquely ...