Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker.
Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker.
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DOI：
10.1162/opmi_a_00038
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Rabagliati H
中科院分区：
文献类型：
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作者：
Dautriche I;Goupil L;Smith K;Rabagliati H
一直以来，很少有人研究来源监控，即追踪知识来源的能力，可能会涉及词汇习得。在两个实验中，我们测试了幼儿（平均年龄30个月）是否可以监控他们的词汇知识的来源，并重新评估他们的隐式信念时，这个来源被证明是不可靠的词映射。实验1重复了之前的研究（Koenig & Woodward）：当孩子们从一个先前表现出可靠性（正确标记熟悉的物体）的说话者那里学习单词时，他们在单词学习测试中表现出更好的表现，而不是不可靠的标签（错误标记熟悉的物体）。实验2提供了关键的测试源监测：儿童首先学习新的话从扬声器之前，看扬声器标记熟悉的物体正确或错误。与那些后来发现说话者是不可靠的标签者的孩子相比，那些接触到可靠说话者的孩子更有可能认可说话者教授的单词映射。因此，幼儿可以重新评估最近学习的单词映射后，发现他们的知识来源是不可靠的。这表明，儿童可以监测他们的知识来源，以决定这种知识是否合理，即使在他们没有能力口头报告他们如何知道他们所知道的年龄。
There has been little investigation of the way source monitoring, the ability to track the source of one’s knowledge, may be involved in lexical acquisition. In two experiments, we tested whether toddlers (mean age 30 months) can monitor the source of their lexical knowledge and reevaluate their implicit belief about a word mapping when this source is proven to be unreliable. Experiment 1 replicated previous research (Koenig & Woodward,): children displayed better performance in a word learning test when they learned words from a speaker who has previously revealed themself as reliable (correctly labeling familiar objects) as opposed to an unreliable labeler (incorrectly labeling familiar objects). Experiment 2 then provided the critical test for source monitoring: children first learned novel words from a speaker before watching that speaker labeling familiar objects correctly or incorrectly. Children who were exposed to the reliable speaker were significantly more likely to endorse the word mappings taught by the speaker than children who were exposed to a speaker who they later discovered was an unreliable labeler. Thus, young children can reevaluate recently learned word mappings upon discovering that the source of their knowledge is unreliable. This suggests that children can monitor the source of their knowledge in order to decide whether that knowledge is justified, even at an age where they are not credited with the ability to verbally report how they have come to know what they know.