The role of association in early word-learning.
The role of association in early word-learning.
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DOI：
10.3389/fpsyg.2012.00283
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发表时间：
2012
影响因子：
3.8
通讯作者：
Johnson SP
中科院分区：
文献类型：
--
作者：
Marcus GF;Fernandes KJ;Johnson SP
词汇学习可能涉及多种成分，有些是通用领域的，有些是特定领域的。在近期一些研究表明词汇学习具有特定领域性的背景下，我们对词汇学习的联想成分进行了研究。7个月和14个月大的婴儿观看一对事件，其中一只猴子或一辆卡车来回移动，同时伴有一个唱出来的音节或一个音调，音高相匹配。在习惯化之后，向婴儿展示视觉 - 听觉配对保持不变或切换的画面，当暴露时间足以让他们学习跨通道关联时，婴儿会对“切换”事件注视更久。在7个月时，语音条件和音调条件下的表现在统计学上相同；在14个月时，婴儿开始更偏爱语音。因此，与规则学习（马库斯等人）不同，词汇学习的联想成分最初似乎并没有对语音有特殊优待。
Word-learning likely involves a multiplicity of components, some domain-general, others domain-specific. Against the background of recent studies that suggest that word-learning is domain-specific, we investigated the associative component of word-learning. Seven- and 14-month-old infants viewed a pair of events in which a monkey or a truck moved back and forth, accompanied by a sung syllable or a tone, matched for pitch. Following habituation, infants were presented with displays in which the visual-auditory pairings were preserved or switched, and looked longer at the “switch” events when exposure time was sufficient to learn the intermodal association. At 7 months, performance on speech and tones conditions was statistically identical; at 14 months, infants had begun to favor speech. Thus, the associative component of word-learning does not appear (in contrast to rule-learning, Marcus et al.,) to initially privilege speech.
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