Seeing Iconic Gesture Promotes First- and Second-Order Verb Generalization in Preschoolers
Seeing Iconic Gesture Promotes First- and Second-Order Verb Generalization in Preschoolers
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DOI：
10.1111/cdev.13392
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发表时间：
2020-07-15
影响因子：
4.6
通讯作者：
Kita, Sotaro
中科院分区：
文献类型：
--
作者：
Aussems, Suzanne;Kita, Sotaro
本研究调查了看到描绘动词所指的标志性手势是否会促进两种类型的泛化。我们教三到四岁的孩子新颖的运动动词。实验1，N = 48；实验2，N = 48)和路径追踪手势（实验3，N = 48）训练中看到标志性方式手势的儿童比看到交互式手势的儿童对新事件的动词泛化（一阶泛化）更多。此外，立即（实验1和3）和1周后（实验2），尽管所有组都看到了互动手势，但在随后的不同新动词泛化试验（二级泛化）中，标志性方式手势组的表现优于对照组。因此，看到描绘动词所指物的标志性手势有助于儿童(a)将单个动词的含义概括到新事件中；(b)从同一子类别中学习更多动词。
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1,N = 48; Experiment 2,N = 48) and path-tracing gestures (Experiment 3,N = 48). Furthermore, immediately (Experiments 1 and 3) and after 1 week (Experiment 2), the iconic manner gesture group outperformed the control groups in subsequent generalization trials with different novel verbs (second-order generalization), although all groups saw interactive gestures. Thus, seeing iconic gestures that depict verb referents helps children (a) generalize individual verb meanings to novel events and (b) learn more verbs from the same subcategory.