The role of semantic context and memory in the acquisition of novel nouns
The role of semantic context and memory in the acquisition of novel nouns
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DOI：
10.2307/1132269
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发表时间：
1998-10-01
影响因子：
4.6
通讯作者：
Brown, NB
中科院分区：
文献类型：
--
作者：
Goodman, JC;McDonough, L;Brown, NB
三项研究评估了2岁儿童使用语义上下文推断新名词含义的能力，并在一天后保留这些含义。在第一个实验中，24名2岁的儿童在包含语义限制动词的句子中听到了新名词（例如，“妈妈喂雪貂”）。他们从一组四个新的物体图片中选择来指示所指对象。孩子们学会了大部分的新单词。然而，即使他们理解了动词，他们偶尔也会选择不正确的宾语。实验2检查这是否是由于无法识别一些新物体的图片。实验三测试了24名2岁儿童在延迟24小时后对新学名词的记忆，发现了显著的保留。结果进行了讨论，促进幼儿词汇习得的学习机制。
Three studies assessed the ability of 2-year-olds to use semantic context to infer the meanings of novel nouns and to retain those meanings a day later. In the first experiment, 24 2-year-olds heard novel nouns in sentences that contained semantically constraining verbs (e.g., "Mommy feeds the ferret"). They chose from a set of four novel object pictures to indicate the referent. Children learned a majority of the novel words. However, they occasionally failed to choose the correct object even when they understood the verb. Experiment 2 examined whether this was due to an inability to identify some of the pictures of novel objects. Experiment 3 tested 24 2-year-olds' memory for the newly learned nouns following a 24 hr delay and found significant retention. Results are discussed in terms of learning mechanisms that facilitate vocabulary acquisition in young children.