ESTABLISHING WORD-OBJECT RELATIONS - A 1ST STEP
ESTABLISHING WORD-OBJECT RELATIONS - A 1ST STEP
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DOI：
10.1111/j.1467-8624.1989.tb02723.x
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发表时间：
1989-04-01
影响因子：
4.6
通讯作者：
MARKMAN, EM
中科院分区：
文献类型：
--
作者：
BALDWIN, DA;MARKMAN, EM
这项工作探讨了婴儿在获得语言的早期阶段如何在物体和它们的标签之间建立初始映射。如果婴儿在有语言的情况下倾向于更多地注意物体，这可能有助于他们注意单词-物体配对。为了验证这一点，第一项研究比较了18个10-14个月大的婴儿在不熟悉的玩具上看到标签短语时与没有标签短语时的时间。正如预测的那样，给玩具贴上标签会增加婴儿对它们的注意力。第二项研究考察了标记短语的存在是否增加了婴儿对物体的注意力，而不是指向，这是一种引导婴儿注意力的强大的非语言方法。来自2个年龄组（10-14-）和17-20个月大）的22名婴儿在2种情况下被展示成对的不熟悉的玩具：（a）在单独指向条件下，其中实验者指向玩具之一多次，以及（B）在标记+指向条件下，其中实验者在指向目标玩具的同时标记该目标玩具。当指向发生时，婴儿看目标玩具的时间与玩具是否贴上标签的时间一样长。然而，在随后的玩耍阶段，婴儿没有说出标签，他们盯着有标签的目标玩具的时间比没有标签的要长。因此，语言可以增加婴儿对物体的注意力，而不仅仅是标记实际发生的时间。这些研究并没有明确指出标记行为的哪些方面有助于观察到的注意力促进效应。然而，在任何情况下，语言维持婴儿对物体的注意力的这种倾向可能有助于他们学习单词和物体之间的映射。
This work explores how infants in the early phases of acquiring language come to establish an initial mapping between objects and their labels. If infants are biased to attend more to objects in the presence of language, that could help them to note word-object pairings. To test this, a first study compared how long 18 10-14-month-old infants looked at unfamiliar toys when labeling phrases accompanied their presentation, versus when no labeling phrases were provided. As predicted, labeling the toys increased infants'' attention to them. A second study examined whether the presence of labeling phrases increased infants'' attention to objects over and above what pointing, a powerful nonlinguistic method for directing infants'' attention, could accomplish on its own. 22 infants from 2 age groups (10-14- ) and 17-20-month-olds) were shown pairs of unfamiliar toys in 2 situations: (a) in a pointing alone condition, where the experimenter pointed a number of times at one of the toys, and (b) in a labeling + pointing condition, where the experimenter labeled the target toy while pointing to it. While the pointing occurred, infants looked just as long at the target toy whether or not it was labeled. During a subsequent play period in which no labels were uttered, however, infants gazed longer at the target toys that had been labeled than at those that had not. Thus language can increase infants'' attention to objects beyond the time that labeling actually occurs. These studies do not pinpoint which aspects of labeling behavior contribute to the attentional facilitation effect that was observed. In any case, however, this tendency for language to sustain infants'' attention to objects may help them learn the mappings between words and objects.