The profile of abstract rule learning in infancy: Meta-analytic and experimental evidence.
The profile of abstract rule learning in infancy: Meta-analytic and experimental evidence.
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DOI：
10.1111/desc.12704
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发表时间：
2019-01
影响因子：
3.7
通讯作者：
Lew-Williams C
中科院分区：
文献类型：
--
作者：
Rabagliati H;Ferguson B;Lew-Williams C
每个人都同意婴儿拥有学习世界的一般机制，但更专门的机制的存在和运作是有争议的。一种机制-规则学习-已被提出为潜在的特定于语音，基于7个月奥尔兹可以从口语音节（例如ABB模式：wo-fe-fe，ga-tu-tu...）中学习抽象的重复规则，但不能从紧密匹配的刺激中学习，如音调。随后的工作表明，抽象模式的学习不仅仅是特定于言语。然而，我们仍然缺乏一个简洁的解释来将这些文献中多样的、混乱的、偶尔相互矛盾的发现联系在一起。我们采取了两种方法来创建一个新的规则学习模式：对20个关于婴儿学习抽象重复规则的先前报告进行Meta分析（包括63个实验中的1，318名婴儿），以及从自然的非语音交流信号中学习这些规则的实验。这些互补的方法表明，婴儿最有可能从有意义的刺激中学习抽象模式。我们认为，检测和概括简单模式的能力支持婴儿期跨领域学习，但主要是当信号与婴儿对声音、物体、语言和人的经验有意义相关时。
Everyone agrees that infants possess general mechanisms for learning about the world, but the existence and operation of more specialized mechanisms is controversial. One mechanism—rule learning—has been proposed as potentially specific to speech, based on findings that 7‐month‐olds can learn abstract repetition rules from spoken syllables (e.g. ABB patterns: wo‐fe‐fe, ga‐tu‐tu…) but not from closely matched stimuli, such as tones. Subsequent work has shown that learning of abstract patterns is not simply specific to speech. However, we still lack a parsimonious explanation to tie together the diverse, messy, and occasionally contradictory findings in that literature. We took two routes to creating a new profile of rule learning: meta‐analysis of 20 prior reports on infants’ learning of abstract repetition rules (including 1,318 infants in 63 experiments total), and an experiment on learning of such rules from a natural, non‐speech communicative signal. These complementary approaches revealed that infants were most likely to learn abstract patterns from meaningful stimuli. We argue that the ability to detect and generalize simple patterns supports learning across domains in infancy but chiefly when the signal is meaningfully relevant to infants’ experience with sounds, objects, language, and people.
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影响因子：
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