TY - JOUR
T1 - Sign language, like spoken language, promotes object categorization in young hearing infants
AU - Novack, Miriam A.
AU - Brentari, Diane
AU - Goldin-Meadow, Susan
AU - Waxman, Sandra
N1 - Funding Information:
This work was supported by National Institute of Health : R01HD083310 to S.R.W. and F32HD095580 to M.A.N. We gratefully acknowledge the support of the Center for Gesture Sign and Language at the University of Chicago .
Publisher Copyright:
© 2021 Elsevier B.V.
PY - 2021/10
Y1 - 2021/10
N2 - The link between language and cognition is unique to our species and emerges early in infancy. Here, we provide the first evidence that this precocious language-cognition link is not limited to spoken language, but is instead sufficiently broad to include sign language, a language presented in the visual modality. Four- to six-month-old hearing infants, never before exposed to sign language, were familiarized to a series of category exemplars, each presented by a woman who either signed in American Sign Language (ASL) while pointing and gazing toward the objects, or pointed and gazed without language (control). At test, infants viewed two images: one, a new member of the now-familiar category; and the other, a member of an entirely new category. Four-month-old infants who observed ASL distinguished between the two test objects, indicating that they had successfully formed the object category; they were as successful as age-mates who listened to their native (spoken) language. Moreover, it was specifically the linguistic elements of sign language that drove this facilitative effect: infants in the control condition, who observed the woman only pointing and gazing failed to form object categories. Finally, the cognitive advantages of observing ASL quickly narrow in hearing infants: by 5- to 6-months, watching ASL no longer supports categorization, although listening to their native spoken language continues to do so. Together, these findings illuminate the breadth of infants' early link between language and cognition and offer insight into how it unfolds.
AB - The link between language and cognition is unique to our species and emerges early in infancy. Here, we provide the first evidence that this precocious language-cognition link is not limited to spoken language, but is instead sufficiently broad to include sign language, a language presented in the visual modality. Four- to six-month-old hearing infants, never before exposed to sign language, were familiarized to a series of category exemplars, each presented by a woman who either signed in American Sign Language (ASL) while pointing and gazing toward the objects, or pointed and gazed without language (control). At test, infants viewed two images: one, a new member of the now-familiar category; and the other, a member of an entirely new category. Four-month-old infants who observed ASL distinguished between the two test objects, indicating that they had successfully formed the object category; they were as successful as age-mates who listened to their native (spoken) language. Moreover, it was specifically the linguistic elements of sign language that drove this facilitative effect: infants in the control condition, who observed the woman only pointing and gazing failed to form object categories. Finally, the cognitive advantages of observing ASL quickly narrow in hearing infants: by 5- to 6-months, watching ASL no longer supports categorization, although listening to their native spoken language continues to do so. Together, these findings illuminate the breadth of infants' early link between language and cognition and offer insight into how it unfolds.
KW - Categorization
KW - Gesture
KW - Infants
KW - Language
KW - Sign language
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U2 - 10.1016/j.cognition.2021.104845
DO - 10.1016/j.cognition.2021.104845
M3 - Article
C2 - 34273677
AN - SCOPUS:85109649428
SN - 0010-0277
VL - 215
JO - Cognition
JF - Cognition
M1 - 104845
ER -