Highchair philosophers: the impact of seating context-dependent exploration on children's naming biases.
Highchair philosophers: the impact of seating context-dependent exploration on children's naming biases.
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高脚椅哲学家：座位环境相关探索对儿童命名偏见的影响。
DOI：
10.1111/desc.12147
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发表时间：
2014
影响因子：
3.7
通讯作者：
Burdinie,JohannaB
中科院分区：
文献类型：
--
作者：
Perry,LynnK;Samuelson,LarissaK;Burdinie,JohannaB
我们研究发展的背景下，探索和单词学习之间的相互作用。婴儿表现出对非固体物质如何分类的理解，这并不能可靠地转移到学习这些类别在实验室任务中如何命名。我们认为，婴儿学习命名非固体物质是上下文绑定-大多数非固体，幼儿熟悉的食物，因此，通常经验时，坐在高脚椅。我们问16个月大的孩子的非固体命名是否会改善，如果他们在典型的情况下进行测试。在高脚椅中测试的儿童表现出更好的理解如何非固体命名。此外，基于背景的探索差异导致了真实的时间属性的差异。我们讨论了这种上下文依赖性对理解固体和非固体之间的本体论区别的发展有什么影响。总之，这些结果表明，上下文，探索和单词学习之间的发展级联。
We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound – most nonsolids that toddlers are familiar with are foods and thus, typically experienced when sitting in a highchair. We asked whether 16‐month‐old children's naming of nonsolids would improve if they were tested in that typical context. Children tested in the highchair demonstrated better understanding of how nonsolids are named. Furthermore, context‐based differences in exploration drove differences in the properties attended to in real‐time. We discuss what implications this context‐dependency has for understanding the development of an ontological distinction between solids and nonsolids. Together, these results demonstrate a developmental cascade between context, exploration, and word learning.