The robustness of learning through overhearing
The robustness of learning through overhearing
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DOI：
10.1111/j.1467-7687.2005.00406.x
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发表时间：
2005-03-01
影响因子：
3.7
通讯作者：
Akhtar, N
中科院分区：
文献类型：
--
作者：
Akhtar, N
两项研究探讨了词汇学习的鲁棒性，通过测试48个2岁的孩子在上下文中，一个潜在的分心活动是存在的（研究1和2），其中新的单词是嵌入在一个指令，而不是一个标签声明（研究2）。在没有干扰活动的情况下，孩子们学习新物体标签的能力和有干扰活动的情况下一样好。当物体没有明确标记时，他们也能够学习这个词。这些发现表明，幼儿是第三方互动的敏锐观察者，他们的语言输入不仅仅包括直接向他们讲话。
Two studies examined the robustness of vocabulary learning through overhearing by testing 48 2-year-olds in contexts in which a potentially distracting activity was present (Studies 1 and 2) and in which the novel word was embedded in a directive rather than a labeling statement (Study 2). The children were equally good at learning a novel object label when there was no distracting activity as when there was. They were also able to learn the word when the object was not explicitly labeled. These findings suggest that young children are keen observers of third-party interactions and that their linguistic input consists of more than just speech directly addressed to them.