Acquisition of the Meaning of the Word Orange Requires Understanding of the Meanings of Red , Pink , and Purple : Constructing a Lexicon as a Connected System
Acquisition of the Meaning of the Word Orange Requires Understanding of the Meanings of Red , Pink , and Purple : Constructing a Lexicon as a Connected System
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获得橙色这个词的含义需要理解红色、粉色和紫色的含义：构建一个作为连接系统的词典
DOI：
10.1111/cogs.12813
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发表时间：
2020
影响因子：
2.5
通讯作者：
Michiko Asano
中科院分区：
文献类型：
--
作者：
Noburo Saji;Mutsumi Imai;Michiko Asano
本研究探讨了儿童如何建立特定语言的颜色词汇系统，检查的因素，发挥重要作用的建设一个成人一样的颜色词汇。我们让3岁、4岁和5岁的讲日语的儿童和成人（n= 20、18、19和19）为93个颜色样本命名。结果表明，所有年龄段的儿童都能够将大部分颜色词应用于靠近每个类别中心的颜色，但即使是5岁的奥尔兹也很难划定单词之间的界限。此外，模型分析表明，广泛覆盖和高频词被映射到中心的词汇类别更早。然而，成人使用的跨个体一致性对成人样边界划定的贡献最大。结果表明，系统构建过程至少包括两个步骤（即，将单词映射到它们的类别中心并找到相邻单词之间的适当边界），输入的数量和质量对步骤的贡献不同。
This research investigated how children build up the language‐specific system of the color lexicon, examining factors that play important roles for the construction of an adult‐like color lexicon. We had 3‐, 4‐, and 5‐year‐old Japanese‐speaking children and adults (n= 20, 18, 19, and 19, respectively) produce names for 93 color swatches. The results showed that children of all ages were able to apply most of the chromatic words to the colors close to the center of each category, but even 5‐year‐olds struggle to delineate the boundaries between the words. Furthermore, the model analyses revealed that broad‐covering and high‐frequency words are mapped to the center of the lexical category earlier. However, cross‐individual consistency in adults' use contributed most strongly for the adult‐like boundary delineation. The results suggest that the process of system construction consists of at least two steps (i.e., mapping words to their category center and finding appropriate boundaries between neighboring words), with the quantity and the quality of the input contributing differently to the steps.