Differentiating word learning processes may yield new insights--a commentary on Stoel-Gammon's 'Relationships between lexical and phonological development in young children'.
Differentiating word learning processes may yield new insights--a commentary on Stoel-Gammon's 'Relationships between lexical and phonological development in young children'.
复制标题
区分单词学习过程可能会产生新的见解——对斯托尔-加蒙的“幼儿词汇和语音发展之间的关系”的评论。
DOI：
10.1017/s0305000910000486
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发表时间：
2011
影响因子：
2.2
通讯作者：
Storkel,HollyL
中科院分区：
文献类型：
--
作者：
Storkel,HollyL
Stoel-Gammon (this issue) states that ‘from birth to age 2 ; 6, the developing phonological system affects lexical acquisition to a greater degree than lexical factors affect phonological development’ (this issue). This conclusion is based on a wealth of data; however, the available data are somewhat limited in scope, focusing on rather holistic measures of the phonological and lexical systems (e.g. production accuracy, number of words known). Stoel-Gammon suggests a number of important avenues to pursue, but does not discuss a critical one that is emerging in the broader literature on word learning. Specifically, recent connectionist models and adult word learning research provide evidence that greater differentiation of the cognitive processes that underlie word learning yields new insights (Leach & Samuel, 2007). This approach may be fruitful for future investigations of the relationship between phonological and lexical development in young children.
