How children use input to acquire a lexicon
How children use input to acquire a lexicon
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DOI：
10.1111/1467-8624.00415
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发表时间：
2002-03-01
影响因子：
4.6
通讯作者：
Naigles, L
中科院分区：
文献类型：
--
作者：
Hoff, E;Naigles, L
社会过程和计算过程的早期词汇发展的贡献进行了评估。对以往研究的重新分析和回顾使人们对词汇学习的社会方法的充分性产生了怀疑。对63名2岁儿童的产出性词汇输入的社会语用和数据提供特征的关系进行了实证调查，结果表明，母子对话中提供的数据对产出性词汇的产出有好处，但这些对话的社会方面没有影响。研究结果进一步表明，有利于2岁儿童词汇发展的数据的属性是数量，词汇丰富性和句法复杂性。这些研究结果所暗示的计算机制的性质进行了讨论。社会和计算过程的作用，词汇发展的综合帐户提出。
The contributions of social processes and computational processes to early lexical development were evaluated. A re-analysis and review of previous research cast doubt on the sufficiency of social approaches to word learning. An empirical investigation of the relation of social-pragmatic and data-providing features of input to the productive vocabulary of sixty-three 2-year-old children revealed benefits of data provided in mother-child conversation, but no effects of social aspects of those conversations. The findings further revealed that the properties of data that benefit lexical development in 2-year-olds are quantity, lexical richness, and syntactic complexity. The nature of the computational mechanisms implied by these findings is discussed. An integrated account of the roles of social and computational processes to lexical development is proposed.