Investigating the role of attentional resources in the irrelevant speech effect.

Irrelevant words can be disruptive to performance, and the frequency of usage of the irrelevant words has affected the magnitude of such disruption (Buchner & Erdfelder, 2005). The finding of word frequency differences in the magnitude of the irrelevant speech effect (ISE) implicated a role for attentional processes. Using a different conceptualization of attention, researchers have found that individual differences in working memory capacity did not predict the magnitude of the ISE, which questioned the role of attentional control (Beaman, 2004; Sörqvist, 2010).

Examining the role of social cues in early word learning.

Infants watched a video of an adult pointing towards two different objects while hearing novel labels. Analyses indicated that 14- and 18-month-olds looked longer at the target object, but only 18-month-olds showed word learning. The results suggest that different types of social cues are available at different ages.