On having complex representations of things: Preschoolers use multiple words for objects and people
On having complex representations of things: Preschoolers use multiple words for objects and people
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DOI：
10.1037/0012-1649.34.2.224
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发表时间：
1998-03-01
影响因子：
4
通讯作者：
Maratsos, M
中科院分区：
文献类型：
--
作者：
Deak, GO;Maratsos, M
将多个名称应用于一个实体（多项式）反映了以不同方式对实体进行分类的能力。两个实验展示了学龄前儿童将多个标签应用于表征对象和人的能力。在实验1中，3岁和4岁的儿童标记代表性物体并验证故事人物的标签。在这两项任务中，儿童可靠地产生或接受每个实体的几个字，并接受了高比例的类包容性和重叠的单词对。这些结果被复制在实验2中，3至5岁的孩子也完成了外观现实和接受性词汇测试。在标签任务中产生的单词的平均数量显着相关的接受性词汇，但不外观现实的表现。结果表明，学龄前儿童代表一个实体属于多个类别（例如，恐龙和胆小鬼）。认知和语言发展的影响，特别是外观现实的区别和相互排斥的偏见，进行了讨论。
Applying several names to an entity (polynomy) reflects the ability to categorize entities in different ways. Two experiments demonstrate preschoolers' abilities to apply multiple labels to representational objects and to people. In Experiment 1, 3- and 4-year-olds labeled representational objects and verified labels for story characters. In both tasks children reliably produced or accepted several words per entity and accepted a high percentage of both class-inclusive and overlapping word pairs. These results were replicated in Experiment 2; 3- to 5-year-olds also completed appearance-reality and receptive vocabulary tests. The mean number of words produced in the labeling task was significantly related to receptive vocabulary, but not to appearance-reality performance. The results indicate that preschoolers represent an entity as belonging to multiple categories (e.g., dinosaur and craven). Implications for cognitive and language development, particularly the appearance-reality distinction and the mutual exclusivity bias, are discussed.