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Category: Project

Description: This project investigates whether children’s word learning success (measured using a cross-situational learning task) is related to their selective attention (measured using a flanker task) and inhibitory control (measured using a day-night Stroop task), after controlling for working memory (measured using a Corsi block task). We found that children learned the novel word-object associations and completed the cognitive control tasks successfully. However, we did not find any association between word learning and cognitive control or memory span. We argue that the lack of a significant association between cognitive control and word learning may be indicative of a more exploratory style of learning in young children.