The role of discourse novelty in early word learning
The role of discourse novelty in early word learning
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DOI：
10.2307/1131837
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发表时间：
1996-04-01
影响因子：
4.6
通讯作者：
Tomasello, M
中科院分区：
文献类型：
--
作者：
Akhtar, N;Carpenter, M;Tomasello, M
2个单词学习的研究。在研究1中，24个月大的儿童和2名成人玩了3个无名物体。这些物体与一个新颖的无名物体一起放在一个透明的盒子中。然后，成年人对盒子的内容表现出兴奋，并为一个新词建模。与对照条件的比较表明对新对象的新单词进行了大量学习。研究2遵循相同的步骤，有一个差异：孩子们没有新的物体，而成年人则没有。因此，在语言模型时，目标对象仅对成年人而不是对孩子来说是新颖的。再次，受试者显示了对新单词的重要学习。这最后的发现表明，24个月大的孩子知道，成年人将语言用于在话语背景下新颖的事物，并且这种新颖性是从说话者的角度决定的。
2 studies of word learning are reported. In Study 1, 24-month-old children and 2 adults played with 3 nameless objects. These objects were placed in a clear box along with a novel nameless object. The adults then displayed excitement about the contents of the box and modeled a new word. Comparison with a control condition indicated significant learning of the new word for the novel object. Study 2 followed the same procedure with one difference: the children played with the novel object while the adults were absent. Thus, at the time of the language model the target object was novel only to the adults, not to the children. Again subjects displayed significant learning of the new word. This last finding suggests that 24-month-old children understand that adults use language for things that are novel to the discourse context and that this novelty is determined from the speaker's point of view.