Toddlers learn words in a foreign language: the role of native vocabulary knowledge.
Toddlers learn words in a foreign language: the role of native vocabulary knowledge.
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DOI：
10.1017/s0305000911000067
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发表时间：
2012-03
影响因子：
2.2
通讯作者：
Woodward, Amanda L.
中科院分区：
文献类型：
--
作者：
Koenig, Melissa;Woodward, Amanda L.
目前的研究探讨单语讲英语的幼儿（N=50）的能力，学习单词所指的联系，从母语为荷兰语与英语，其次，儿童是否普遍化或隔离其扩展时，由随后的英语发言人进行测试。总体而言，儿童表现更好的英语比在荷兰的条件下，然而，高本土词汇的儿童成功地选择了目标对象的条款培训流利的荷兰语。此外，儿童词汇量较高，并没有表明他们的理解荷兰语条款时，随后测试的英语发言者，而儿童低词汇分数的反应在机会水平的原始荷兰语发言者和第二个英语发言者。这些发现表明，精通母语的单语幼儿能够学习传统系统之外的单词，并且可能对语言系统之间存在的边界敏感。
The current study examined monolingual English-speaking toddlers’ (N=50) ability to learn word-referent links from native speakers of Dutch versus English and secondly, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target object for terms trained in fluent Dutch. Furthermore, children with higher vocabularies did not indicate their comprehension of Dutch terms when subsequently tested by an English speaker whereas children with low vocabulary scores responded at chance levels to both the original Dutch speaker and the second English speaker. These findings demonstrate that monolingual toddlers with proficiency in their native language are capable of learning words outside of their conventional system and may be sensitive to the boundaries that exist between language systems.