Infants in laboratory settings look longer at events that violate their expectations, learn better about objects that behave unexpectedly, and match utterances to the objects that likely elicited them. The paradigms revealing these behaviors have become cornerstones of research on preverbal cognition. However, little is known about whether these canonical behaviors are observed outside laboratory settings. Here, we describe a series of online protocols that replicate classic laboratory findings, detailing our methods throughout. In Experiment 1a, 15-month-old infants (N = 24) looked longer at an online support event culminating in an Unexpected outcome (i.e., appearing to defy gravity) than an Expected outcome. Infants did not, however, show the same success with an online solidity event. In Experiment 1b, 15-month-old infants (N = 24) showed surprise-induced learning following online events—they were better able to learn a novel object's label when the object had behaved unexpectedly compared to when it behaved expectedly. Finally, in Experiment 2, 16-month-old infants (N = 20) who heard a valenced utterance (“Yum!”) showed preferential looking to the object most likely to have generated that utterance. Together, these results suggest that, with some adjustments, online testing is a feasible and promising approach for infant cognition research.

中文翻译：

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婴儿期观察和学习的在线测量

实验室环境中的婴儿会更长时间地观察违反他们预期的事件，更好地了解行为异常的物体，并将话语与可能引发它们的物体相匹配。揭示这些行为的范式已成为前语言认知研究的基石。然而，对于在实验室环境之外是否观察到这些规范行为，我们知之甚少。在这里，我们描述了一系列复制经典实验室发现的在线协议，详细介绍了我们的方法。在实验 1a 中，15 个月大的婴儿（N = 24) 比预期结果更长时间地关注以意外结果（即，似乎无视重力）而告终的在线支持事件。然而，婴儿在在线 Solidity 活动中并没有表现出同样的成功。在实验 1b 中，15 个月大的婴儿 ( N  = 24) 在在线事件后表现出意外诱导学习——与当物体表现出预期时相比，当物体表现出意外时，他们能够更好地学习新物体的标签。最后，在实验 2 中，16 个月大的婴儿 ( N  = 20) 听到了一个有价话语 (“Yum!”) 表现出对最有可能产生该话语的对象的偏好。总之，这些结果表明，经过一些调整，在线测试对于婴儿认知研究来说是一种可行且有前景的方法。