Repetition, but not acoustic differentiation, facilitates pseudohomophone learning by children.
Repetition, but not acoustic differentiation, facilitates pseudohomophone learning by children.
复制标题
重复而非声学区分有利于儿童的伪同音学习。
DOI：
10.1080/15475441.2021.1999244
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Lopez,Amanda
中科院分区：
文献类型：
--
作者：
Conwell,Erin;Pichardo,Felix;Horvath,Gregor;Lopez,Amanda
儿童学习具有多种含义的单词的能力可能会受到他们坚持一对一形式到含义映射偏见的阻碍。先前关于儿童学习熟悉单词的新含义的研究（有时称为approximatodohomophone）产生了混合的结果，表明一系列因素可能会影响儿童对熟悉单词的新含义。其中一个因素是新义的重复，另一个因素是两种意义的声学区分。本研究要求72名4岁的英语学习儿童分配新的含义熟悉的单词和操纵多少次，他们听到的话，他们的新的指称，以及是否生产的声音比典型的生产的话。重复支持学习的一个pseudohonophone，但声学分化没有。
Children’s ability to learn words with multiple meanings may be hindered by their adherence to a one-to-one form-to-meaning mapping bias. Previous research on children’s learning of a novel meaning for a familiar word (sometimes called apseudohomophone) has yielded mixed results, suggesting a range of factors that may impact when children entertain a new meaning for a familiar word. One such factor is repetition of the new meaning and another is the acoustic differentiation of the two meanings. This study asked 72 4-year-old English-learning children to assign novel meanings to familiar words and manipulated how many times they heard the words with their new referents as well as whether the productions were acoustically longer than typical productions of the words. Repetition supported the learning of a pseudohomophone, but acoustic differentiation did not.