JOINT ATTENTION ON ACTIONS - ACQUIRING VERBS IN OSTENSIVE AND NON-OSTENSIVE CONTEXTS
JOINT ATTENTION ON ACTIONS - ACQUIRING VERBS IN OSTENSIVE AND NON-OSTENSIVE CONTEXTS
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DOI：
10.1017/s0305000900011430
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发表时间：
1992-06-01
影响因子：
2.2
通讯作者：
KRUGER, AC
中科院分区：
文献类型：
--
作者：
TOMASELLO, M;KRUGER, AC
本文报道了两项关于动词学习的研究。这两项研究的重点都是儿童在不同的语用语境中学习动词的情况。特别令人感兴趣的是明示语境与非明示语境的比较，明示语境中的词和所指对象同时出现在儿童的知觉领域中。在一项对24名1；3岁和1；9岁儿童进行的自然主义研究中，研究发现，母亲在所指动作实际发生之前，最常为孩子建模动词。超过60%的母亲动词用来指母亲希望孩子做的动作或她们期待孩子做的动作(即将发生的动作)。一些动词也用来指当前的动作(正在进行的动作)或刚刚完成的动作(已完成的动作)。孩子们对即将到来的模型的反应最多的是理解。即将到来的和完成的模型，而不是正在进行的模型，与儿童的动词词汇在1；9相关。第二项研究是对48名两岁儿童的词汇训练研究。当一个新的动词在即将到来的情况下被模型化时，孩子们学会了最好地创造它。他们学会了在迫在眉睫和已经完成的情况下同样好地理解它。儿童在明示(正在进行)的学习环境中没有表现出优越的学习迹象。这两项研究的结果是从习得名词和动词所涉及的不同学习过程的角度来讨论的，更广泛地说，是从语言习得的社会语用观的角度来讨论的，其中明示教学范式只是儿童学习与自然语言使用者建立共同注意焦点的众多语境之一。
Two studies of verb learning are reported. The focus of both studies was on children in their second year of life learning verbs in various pragmatic contexts. Of particular interest was the comparison of ostensive contexts - in which word and referent were simultaneously present in the child's perceptual field - to non-ostensive contexts. In a naturalistic study of 24 children at 1;3 and 1;9, it was found that mothers modelled verbs for their children most often BEFORE the referent action actually occurred. Over 60 % of maternal verbs were used to refer to actions that mothers wished children to perform or that they were anticipating their performing (IMPENDING actions). Some verbs were also used to refer to current actions (ONGOING actions) or actions that had just been completed (COMPLETED actions). Children responded with comprehension most often to impending models. Impending and completed models, but not ongoing models, were correlated with children's verb vocabularies at 1;9. The second study was a lexical training study of 48 two-year-olds. Children learned to produce a novel verb best when it was modelled in the impending condition. They learned to comprehend it equally well in the impending and completed conditions. Children showed no signs of superior learning in the ostensive (ongoing) learning context. Results of the two studies are discussed in terms of the different learning processes involved in acquiring nouns and verbs, and, more broadly, in terms of a social-pragmatic view of language acquisition in which the ostensive teaching paradigm is but one of many contexts in which children learn to establish a joint attentional focus with nature language users.