The relative strengths of indirect and direct word learning
The relative strengths of indirect and direct word learning
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DOI：
10.1037/0012-1649.39.4.745
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发表时间：
2003-07-01
影响因子：
4
通讯作者：
Markman, EM
中科院分区：
文献类型：
--
作者：
Jaswal, VK;Markman, EM
间接词汇学习缺乏许多直接词汇学习中可用的明显的社会语用线索，但这两个结果同样强大的映射时，理解评估后立即学习。本文报道的3项研究调查了3岁儿童（N = 96）如何应对间接和直接单词学习相对优势的更具挑战性的测试。在研究1中，儿童的理解间接和直接学到的专有和常见的名字后，2天的延迟进行了测试。这两种类型的学习都导致了专有名称映射，可以挑选出一个个体，以及可以扩展到另一个类别成员的共同名称映射。在研究2和3中，儿童的理解力进行了测试后，他们已提供了额外的，有时不一致的，信息范围以前学到的话。间接和直接词汇学习之间存在差异，但总体结果表明两者是等效的。
Indirect word learning lacks many of the overt social-pragmatic cues to reference available in direct word learning, yet the two result in equally robust mappings when comprehension is assessed immediately after learning. The 3 studies reported here investigated how 3-year-olds (N = 96) respond to more challenging tests of the relative strengths of indirect and direct word learning. In Study 1, children's comprehension of indirectly and directly learned proper and common names was tested after a 2-day delay. Both types of learning resulted in proper name mappings that picked out an individual and in common name mappings that could be extended to another category member. In Studies 2 and 3, children's comprehension was tested after they had been provided with additional, and sometimes inconsistent, information about the scope of previously learned words. There was a hint of a difference between indirect and direct word learning, but results overall suggested that the two were equivalent.