The acquisition of abstract words by young infants.
The acquisition of abstract words by young infants.
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DOI：
10.1016/j.cognition.2013.02.011
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发表时间：
2013-06
期刊：
影响因子：
3.4
通讯作者：
Swingley D
中科院分区：
文献类型：
--
作者：
Bergelson E;Swingley D
幼儿学习抽象概念的单词，如“都没了”和“吃”，与他们学习更具体的单词，如“苹果”和“鞋”相比，可能遵循一个相对较长的发展过程。我们研究了婴儿是否知道这些抽象的单词。父母在他们6-16个月大的婴儿（n=98）观看的同时，说出并排视频中显示的两个事件之一。平均而言，婴儿在10个月大的时候就能成功地看到命名的视频，而在14个月大的时候，婴儿看到命名的参照物的能力会大幅增加。6个月大的孩子已经能理解这个任务中的具体单词了。无脚本的母婴互动的视频语料库分析表明，母亲使用测试的抽象词往往在其所指事件的存在比他们使用具体的话，在其所指对象的存在。我们认为，抽象词的教学条件的参考不确定性可以解释后收购的抽象比具体的话，我们讨论了可能的作用，在6-14个月期间的社会认知能力的变化。
Young infants’ learning of words for abstract concepts like ‘all gone’ and ‘eat,’ in contrast to their learning of more concrete words like ‘apple’ and ‘shoe,’ may follow a relatively protracted developmental course. We examined whether infants know such abstract words. Parents named one of two events shown in side-by-side videos while their 6-16-month-old infants (n=98) watched. On average, infants successfully looked at the named video by 10 months, but not earlier, and infants’ looking at the named referent increased robustly at around 14 months. 6-month-olds already understand concrete words in this task. A video-corpus analysis of unscripted mother-infant interaction showed that mothers used the tested abstract words less often in the presence of their referent events than they used concrete words in the presence of their referent objects. We suggest that referential uncertainty in abstract words’ teaching conditions may explain the later acquisition of abstract than concrete words, and we discuss the possible role of changes in social-cognitive abilities over the 6—14 month period.
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