Learning in Noisy Classrooms: Children’s Reports of Annoyance and Distraction from Noise are Associated with Individual Differences in Mind-Wandering and Switching skills

Classrooms are noisy, yet little is known about pupils’ subjective reactions to noise. We surveyed 112 children between 8.70 and 11.38 years of age and extracted five dimensions in their reactions to noise by factorial analyses: (1) perceived classroom loudness, (2) hearing difficulties, (3) attention capture, (4) interference, (5) annoyance from noise. Structural Equation Models were run to better understand interindividual differences in noise interference and annoyance. Children reporting hearing and switching difficulties experienced more interference and annoyance from noise. Children who had a greater propensity for mind-wandering also experienced more interference from noise, but were annoyed by noise only to the extent that it produced interference—the relationship between mind-wandering and noise annoyance was indirect, and not direct, as was the case for reported hearing and switching difficulties. We suggest that the distinction between annoyance and interference has theoretical, empirical, and practical relevance for educational research

The Dynamics of Reference and Shared Visual Attention

In the tangram task, two participants are presented with the same set of abstract shapes portrayed in different orders. One participant must instruct the other to arrange their shapes so that the orders match. To do this, they must find a way to refer to the abstract shapes. In the current experiment, the eye movements of pairs of participants were tracked while they were engaged in a computerized version of the task. Results revealed the canonical tangram effect: participants became faster at completing the task from round 1 to round 3. Also, their eye-movements synchronized over time. Cross-recurrence analysis was used to quantify this coordination, and showed that as participants’ words coalesced, their actions approximated a single coordinated system

Infant Rule Learning: Advantage Language, or Advantage Speech?

<div><p>Infants appear to learn abstract rule-like regularities (e.g., <em>la la da</em> follows an AAB pattern) more easily from speech than from a variety of other auditory and visual stimuli (Marcus et al., 2007). We test if that facilitation reflects a specialization to learn from speech alone, or from modality-independent communicative stimuli more generally, by measuring 7.5-month-old infants’ ability to learn abstract rules from sign language-like gestures. Whereas infants appear to easily learn many different rules from speech, we found that with sign-like stimuli, and under circumstances comparable to those of Marcus et al. (1999), hearing infants were able to learn an ABB rule, but not an AAB rule. This is consistent with results of studies that demonstrate lower levels of infant rule learning from a variety of other non-speech stimuli, and we discuss implications for accounts of speech-facilitation.</p> </div

Long-term associative learning predicts verbal short-term memory performance

Studies using tests such as digit span and nonword repetition have implicated short-term memory across a range of developmental domains. Such tests ostensibly assess specialized processes for the short-term manipulation and maintenance of information that are often argued to enable long-term learning. However, there is considerable evidence for an influence of long-term linguistic learning on performance in short-term memory tasks that brings into question the role of a specialized short-term memory system separate from long-term knowledge. Using natural language corpora, we show experimentally and computationally that performance on three widely used measures of short-term memory (digit span, nonword repetition, and sentence recall) can be predicted from simple associative learning operating on the linguistic environment to which a typical child may have been exposed. The findings support the broad view that short-term verbal memory performance reflects the application of long-term language knowledge to the experimental setting

Can We Dissociate Contingency Learning from Social Learning in Word Acquisition by 24-Month-Olds?

Colin Bannard is with UT Austin; Michael Tomasello is with Max Planck Institute for Evolutionary Anthropology.We compared 24-month-old children’s learning when their exposure to words came either in an interactive (coupled) context or in a nonsocial (decoupled) context. We measured the children’s learning with two different methods: one in which they were asked to point to the referent for the experimenter, and the other a preferential looking task in which they were encouraged to look to the referent. In the pointing test, children chose the correct referents for words encountered in the coupled condition but not in the decoupled condition. In the looking time test, however, they looked to the targets regardless of condition. We explore the explanations for this and propose that the different response measures are reflecting two different kinds of learning.Linguistic