Looking and touching: what extant approaches reveal about the structure of early word knowledge.
Looking and touching: what extant approaches reveal about the structure of early word knowledge.
复制标题
DOI：
10.1111/desc.12250
复制
发表时间：
2015-09
影响因子：
3.7
通讯作者：
Friend M
中科院分区：
文献类型：
--
作者：
Hendrickson K;Mitsven S;Poulin-Dubois D;Zesiger P;Friend M
本研究的目的是评估视觉和动作的时间动态，以评估指导婴儿反应的潜在单词表征。16个月大的婴儿参加了一个两个选择强迫选择词图片匹配任务。我们进行了一个时刻的分析看和达到的行为，因为他们发生在串联，以评估的速度与一个提示的词被处理（视觉反应时间）作为触觉响应的类型的函数：目标，分心，或没有触摸。视觉反应时间（视觉RT）在无接触期间明显慢于分心和目标触摸，这是统计学上无法区分的。视觉RT显着更快的发现，在分心触摸相比，没有触摸表明，不正确的和缺席的触觉反应似乎索引不同的知识状态：不正确的反应与部分知识，而缺席的反应似乎反映了一个真正的失败映射词汇项目到他们的目标对象。此外，我们发现那些在处理单词方面速度更快的孩子也是那些表现出更好触觉表现的孩子。这项研究提供了一个方法论的澄清知识测量的视觉和触觉方式和新的证据，连续的单词知识在第二年的生活。
The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants’ responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they occurred in tandem to assess the speed with which a prompted word was processed (visual reaction time) as a function of the type of haptic response: Target, Distractor, or No Touch. Visual reaction times (visual RTs) were significantly slower during No Touches compared to Distractor and Target Touches, which were statistically indistinguishable. The finding that visual RTs were significantly faster during Distractor Touches compared to No Touches suggests that incorrect and absent haptic responses appear to index distinct knowledge states: incorrect responses are associated with partial knowledge whereas absent responses appear to reflect a true failure to map lexical items to their target referents. Further, we found that those children who were faster at processing words were also those children who exhibited better haptic performance. This research provides a methodological clarification on knowledge measured by the visual and haptic modalities and new evidence for a continuum of word knowledge in the second year of life.
登录
查看更多内容
影响因子：
3.7
作者：
Clearfield, Melissa W.;Dineva, Evelina;Thelen, Esther
通讯作者：
Thelen, Esther
影响因子：
4
作者：
Friend M;Schmitt SA;Simpson AM
通讯作者：
Simpson AM
影响因子：
2.2
作者：
BEHREND, DA
通讯作者：
BEHREND, DA
DOI：
10.3758/bf03203646
发表时间：
1996-02-01
期刊：
BEHAVIOR RESEARCH METHODS INSTRUMENTS & COMPUTERS
影响因子：
--
作者：
Dale, PS;Fenson, L
通讯作者：
Fenson, L
影响因子：
8.2
作者：
Fernald, A;Pinto, JP;McRoberts, GW
通讯作者：
McRoberts, GW