Focusing on the relation: fewer exemplars facilitate children's initial verb learning and extension
Focusing on the relation: fewer exemplars facilitate children's initial verb learning and extension
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DOI：
10.1111/j.1467-7687.2008.00707.x
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发表时间：
2008-07-01
影响因子：
3.7
通讯作者：
Brandone, Amanda C.
中科院分区：
文献类型：
--
作者：
Maguire, Mandy J.;Hirsh-Pasek, Kathy;Brandone, Amanda C.
关于为什么儿童难以学习动词的最重要的理论之一是动词学习需要抽象对象及其动作之间的关系（Gentner，2003）。有两个假设表明儿童如何提取关系来扩展新动词：（1）看到许多不同的范例可以让儿童发现不同上下文中动作之间的不变关系（Gentner，2003），（2）重复较少的范例可以让儿童超越所涉及的实体来提取关系（Kersten＆Smith，2002）。我们测试了 21/2 岁和 3 岁儿童在观看一位新颖演员的重复表演与四位不同演员表演新颖动作后扩展新颖动词的能力。当只显示一个演员而不是四个不同的演员时，两个年龄段的人都更擅长学习新动词并将其扩展到新演员。这些结果表明，在最初的动词学习过程中，信息越少越有效。
One of the most prominent theories for why children struggle to learn verbs is that verb learning requires the abstraction of relations between an object and its action (Gentner, 2003). Two hypotheses suggest how children extract relations to extend a novel verb: (1) seeing many different exemplars allows children to detect the invariant relation between actions in different contexts (Gentner, 2003), and (2) repetition of fewer exemplars allows children to move beyond the entities involved to extract the relation (Kersten & Smith, 2002). We tested 21/2- and 3-year-olds' ability to extend a novel verb after viewing the repetition of one novel actor compared to four different actors performing a novel action. Both ages were better at learning and extending a novel verb to a novel actor when shown only one actor rather than four different actors. These results indicate that during initial verb learning less information is more effective.