Object name learning provides on-the-job training for attention
Object name learning provides on-the-job training for attention
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DOI：
10.1111/1467-9280.00403
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发表时间：
2002-01-01
影响因子：
8.2
通讯作者：
Samuelson, L
中科院分区：
文献类型：
--
作者：
Smith, LB;Jones, SS;Samuelson, L
到了 3 岁，孩子们很容易学会命名新物体，通过形状的相似性为不熟悉的物体扩展新的名称。两项实验测试了这一提议，即学习物体名称的经验将儿童的注意力调整到与命名相关的属性（在本例中，调整到形状的正确 v），从而促进学习更多物体名称。在实验 1 中，一项为期 9 周的纵向研究，17 个月大的儿童反复玩弄和听到按形状组织良好的不熟悉物体类别的成员的名称，形成了这样的概括：只有具有相似形状的物体才具有相同的名称。受过训练的儿童还表现出获得新物体名称的显着增加。实验 2 重复了这些发现，并表明它们依赖于儿童学习连贯的类别结构和物体名称。因此，学习具有共同组织属性（在本例中为形状）的类别中的特定事物的特定名称的孩子也学会了注意正确的属性（在本例中为形状）以学习更多的物体名称。
By the age of 3, children easily learn to name new objects, extending new names for unfamiliar objects by similarity in shape. Two experiments tested the proposal that experience in learning object names tunes children's attention to the properties relevant for naming-in the present case, to the proper v (of shape-and thus facilitates the learning of more object names. In Experiment 1, a 9-week longitudinal study, 17-month-old children who repeatedly played with and heard names for members of unfamiliar object categories well organized by shape formed the generalization that only objects with similar shapes have the same name. Trained children also showed a dramatic increase in acquisition of new object names outside of the laboratory during the course of the study. Experiment 2 replicated these findings and showed that they depended on children's learning both a coherent category structure and object names. Thus, children who learn specific names for specific things in categories with a common organizing property-in this case, shape-also learn to attend to just the right property-in this case, shape-for learning more object names.