CHILDRENS THEORIES OF WORD MEANING - THE ROLE OF SHAPE SIMILARITY IN EARLY ACQUISITION
CHILDRENS THEORIES OF WORD MEANING - THE ROLE OF SHAPE SIMILARITY IN EARLY ACQUISITION
复制标题
DOI：
10.1016/0885-2014(94)90019-1
复制
发表时间：
1994-01-01
影响因子：
1.8
通讯作者：
UCHIDA, N
中科院分区：
文献类型：
--
作者：
IMAI, M;GENTNER, D;UCHIDA, N
这项研究对比了关于儿童对单词含义的假设的两个重要建议：分类假设建议和形状偏差建议。两个提议都同意儿童在词义扩展上关注“同类”群体，但他们对幼儿“相似”本质的假设有所不同。我们通过在单词/无单词匹配样本任务中分离和比较类别成员资格和感知相似性来测试这两个提案。向两个年龄组的儿童（3 岁和 5 岁）展示一张标准图片（例如，苹果）和其他三张图片：分类学上相似的物体（例如香蕉）、感知上相似的物体（例如球）和主题相关的物体（例如刀）。他们被问到：“这是一个 dax；”给我看另一个 dax”或“找到与这个 dax 相匹配的那个。”有两个主要结果。首先，当给出新词时，两个年龄段的人都表现出从基于主题的反应到基于形状的反应的明显转变。其次，在出现新词的情况下，发现了从形状反应到分类反应的发展转变。这些结果表明，感知相似性（特别是形状相似性）在早期单词含义中非常重要，但儿童逐渐将注意力转向更深层次的属性。我们推测，这种早期对感知相似性的关注可能有助于幼儿学习类别，逐渐引导他们认识到超越感知相似性的分类关系。
This research contrasts two important proposals as to children's assumptions about word meanings: the taxonomic assumption proposal and the shape bias proposal. Both proposals' agree that children focus on groups of ''like kind'' in word meaning extension, but they differ in their assumption as to the nature of ''likeness'' for young children. We tested the two proposals by separating and comparing category membership and perceptual similarity in a word/no-word match-to-sample task. Two age groups of children, 3- and 5-year-olds, were shown a standard picture (e.g., an apple) and three other pictures: a taxonomically similar object (e.g., a banana), a perceptually similar object (e.g., a ball) and a thematically related object (e.g., a knife). They were asked either: ''This is a dax; show me another dax'' or ''Find the one that goes with this one.'' There were two main results. First, both age groups showed a pronounced shift from thematic-based to shape-based responding when novel words were given. Second, a developmental shift was found from shape responding to taxonomic responding in the presence of a novel word.These results suggest that perceptual similarity (in particular, shape similarity) is very important in early word meaning, but that children gradually shift their attention to deeper properties. We conjecture that this early focus on perceptual similarity may help young children learn categories, gradually bootstrapping them to a sense of taxonomic relations that goes beyond perceptual similarity.