Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers
Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers
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DOI：
10.1080/15475440802143091
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发表时间：
2008-01-01
影响因子：
1.5
通讯作者：
Rohlfing, Katharina J.
中科院分区：
文献类型：
--
作者：
Booth, Amy E.;McGregor, Karla K.;Rohlfing, Katharina J.
显然，手势提示有助于早期单词学习。为了阐明注意力和社会语用因素对这些线索发挥影响的机制的相对贡献，我们在手势线索层次结构的支持下教幼儿新单词。 28 至 31 个月大的孩子听到用新词标记的两个可能的指示物之一，而实验者凝视或凝视并指向、触摸或操纵目标。通过线索之间更大的冗余，学习得到了改善，当在凝视中添加指向时，进步最为明显。观察时间显示，注意力因素只占表现差异的一小部分。事实上，通过操纵目标来显着增加注意力并不能改善学习。因此，结果表明社会语用因素在支持手势提示对单词学习的促进作用方面发挥着重要作用。
It is clear that gestural cues facilitate early word learning. In hopes of illuminating the relative contributions of attentional and socio-pragmatic factors to the mechanisms by which these cues exert their influence, we taught toddlers novel words with the support of a hierarchy of gestural cues. Twenty-eight- to 31-month-olds heard one of two possible referents labeled with a novel word, while the experimenter gazed at or gazed at and pointed to, touched, or manipulated the target. Learning improved with greater redundancy among cues, with the largest improvement evident when pointing was added to gazing. Looking times revealed that attentional factors accounted for only a small fraction of the variance in performance. Indeed, a significant increase in attention driven by manipulation of the target failed to improve learning. The results therefore suggest a strong role for socio-pragmatic factors in supporting the facilitative effect of gestural cues on word learning.