Infants' learning about words and sounds in relation to objects.
Infants' learning about words and sounds in relation to objects.
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婴儿学习与物体相关的单词和声音。
DOI：
10.1111/1467-8624.00006
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发表时间：
1999
影响因子：
4.6
通讯作者：
Hoyne,KL
中科院分区：
文献类型：
--
作者：
Woodward,AL;Hoyne,KL
在习得语言的过程中，婴儿不仅了解到人们可以就物体和事件进行交流，而且还了解他们通常使用某种特定的行为作为交流信号。目前的研究询问 1 岁儿童在共同注意过程中学习名字是否是由对名字将以口语形式出现的预期为指导的。在第一项研究中，13 个月大的孩子被介绍了一个新单词或一个新奇的发声动作（使用小型发声器）。这个词和声音都是由一名研究人员在共同关注期间向婴儿展示一个新玩具时发出的。通过多项选择程序来测试婴儿对单词或声音与物体之间联系的记忆。十三个月大的孩子学会了单词-物体和声音-物体的对应关系，这一点可以从他们在测试试验中听到单词或声音时可靠地选择目标来证明，但在没有单词或声音出现的对照试验中则不然。在第二项研究中，13 个月大的孩子（而非 20 个月大的孩子）学会了新的声音与物体的对应关系。这些结果表明，婴儿最初在交流环境中接受广泛的信号，并随着发育缩小范围。
In acquiring language, babies learn not only that people can communicate about objects and events, but also that they typically use a particular kind of act as the communicative signal. The current studies asked whether 1‐year‐olds' learning of names during joint attention is guided by the expectation that names will be in the form of spoken words. In the first study, 13‐month‐olds were introduced to either a novel word or a novel sound‐producing action (using a small noisemaker). Both the word and the sound were produced by a researcher as she showed the baby a new toy during a joint attention episode. The baby's memory for the link between the word or sound and the object was tested in a multiple choice procedure. Thirteen‐month‐olds learned both the word–object and sound–object correspondences, as evidenced by their choosing the target reliably in response to hearing the word or sound on test trials, but not on control trials when no word or sound was present. In the second study, 13‐month‐olds, but not 20‐month‐olds, learned a new sound–object correspondence. These results indicate that infants initially accept a broad range of signals in communicative contexts and narrow the range with development.