Children's use of context in interpreting "big" and "little".
Children's use of context in interpreting "big" and "little".
复制标题
DOI：
10.1111/j.1467-8624.1994.tb00811.x
复制
发表时间：
1994-08
影响因子：
4.6
通讯作者：
K. Ebeling;S. Gelman
中科院分区：
文献类型：
--
作者：
K. Ebeling;S. Gelman
为了适当地使用“大”和“小”单词，成年人使用3种上下文：规范（对象的大小与存储的心理表示），感知（将对象与另一个物理呈现的对象进行比较同类）和功能（根据其预期用途来判断该对象。 “大”或“小”要正确地回答，在规范性的上下文中，一个人必须两次判断每个物体但是，开关的方向很重要：整个年龄范围的孩子很容易从规范环境中切换，但是当被要求切换到规范上下文时，我们建议规范上下文与知觉和感知环境不同。功能上下文是没有标记的，并且只有在最近没有其他上下文时才可以访问未标记的上下文。当上下文更明确地标记时，孩子会在不同的含义之间灵活地转移。
In order to use the words "big" and little" appropriately, adults use 3 kinds of contexts: normative (the size of the object is compared to a stored mental representation), perceptual (the object is compared to another physically present object of the same kind), and functional (the object is judged with regard to its intended use). In 3 experiments, we examined how flexibly children switch from one context to another. 2-4-year-olds judged a series of everyday objects as "big" or "little". To answer correctly, children had to judge each object twice, once in a normative context and once in a perceptual or functional context. Results showed that switching from one context to another was not inherently difficult, even for 2-year-olds. However, the direction of switch was important: children throughout the age range tested switched easily from a normative context but made errors when asked to switch to a normative context. We suggest that the normative context differs from the perceptual and functional contexts in that it is unmarked, and that unmarked contexts are accessible only when no other context has been recently experienced. When context is marked more explicitly, children shift flexibly among different meanings.