In our investigations, my colleagues and I followed infants across the second six months of life. We’ve found that when parents showed babies books with faces or objects that were individually named, they learn more, generalize what they learn to new situations and show more specialized brain responses. This is in contrast to books with no labels or books with the same generic label under each image in the book. Early learning in infancy was also associated with benefits four years later.
After three months passed, the families returned to our lab so we could again measure the infants’ attention to our storybook characters. It turned out that only those who received books with individually labeled characters showed enhanced attention compared to their earlier visit. And the brain activity of babies who learned individual labels also showed that they could distinguish between different individual characters. We didn’t see these effects for infants in the comparison group or for infants who received books with generic labels.
Quoted from Lisa S. Scott, Certain books may boost baby's brain," Washington Post, Jan 2, 2018, p. E6 Scott is an associate professor of psychology at the University of Florida. This article was originally published on theconversation.com.
And out of the ground the Lord god formed every beast of the field, and every fowl of the air; and brought them unto the man to see what he would call them; and whatsoever the man would call every living creature, that was to be the name thereof.