Embodied attention and word learning by toddlers.
Embodied attention and word learning by toddlers.
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DOI：
10.1016/j.cognition.2012.06.016
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发表时间：
2012-11
期刊：
影响因子：
3.4
通讯作者：
Smith LB
中科院分区：
文献类型：
--
作者：
Yu C;Smith LB
早期单词学习的许多理论都始于从单词与视觉场景的共现中学习单词所固有的不确定性。然而，婴儿词汇学习的相关视觉场景既不是成人理论家的观点，也不是成熟伴侣的观点，而是学习者的个人观点。在这里，我们展示了当18个月大的婴儿与父母玩耍中的物体互动时，他们创造了一个单一物体在视觉上占主导地位的时刻。如果父母在这些自下而上的选择性时刻给物体命名，后来的强迫选择测试表明，婴儿学会了这个名字，但当命名发生在视觉选择性较差的时刻时，婴儿却没有。父母和幼儿的瞬间视觉输入是通过放置在每个参与者额头上的头部摄像头捕捉到的，当时父母正在玩他们的婴儿，并为他们的婴儿命名。对命名时刻及其周围的头部摄像头图像进行逐帧分析，以确定输入时与学习相关的视觉特性。分析表明，当自下而上的视觉信息干净整洁时，学习就会发生。研究人员还分析了婴儿和父母的感觉-运动行为，以确定他们在物体上的行为可能如何创造了学习的最佳视觉时刻。研究结果从早期词汇学习、体现注意力和父母在早期词汇学习中的社会角色三个方面进行了讨论。
Many theories of early word learning begin with the uncertainty inherent to learning a word from its co-occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. Here we show that when 18-month old infants interacted with objects in play with their parents, they created moments in which a single object was visually dominant. If parents named the object during these moments of bottom-up selectivity, later forced-choice tests showed that infants learned the name, but did not when naming occurred during a less visually selective moment. The momentary visual input for parents and toddlers was captured via head cameras placed low on each participant’s forehead as parents played with and named objects for their infant. Frame-by-frame analyses of the head camera images at and around naming moments were conducted to determine the visual properties at input that were associated with learning. The analyses indicated that learning occurred when bottom-up visual information was clean and uncluttered. The sensory-motor behaviors of infants and parents were also analyzed to determine how their actions on the objects may have created these optimal visual moments for learning. The results are discussed with respect to early word learning, embodied attention, and the social role of parents in early word learning.
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