The Associative Structure of Language: Contextual Diversity in Early Word Learning.
The Associative Structure of Language: Contextual Diversity in Early Word Learning.
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DOI：
10.1016/j.jml.2010.06.002
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发表时间：
2010-10-01
影响因子：
4.3
通讯作者：
Smith, Linda B.
中科院分区：
文献类型：
--
作者：
Hills, Thomas T.;Maouene, Josita;Riordan, Brian;Smith, Linda B.
关键词：
先前的研究表明，成人产生的自由联想的统计特性预测的早期名词学习的顺序。我们调查了对这种现象的解释，我们称之为语言的联想结构：早期的单词学习可能部分由学习环境中的上下文多样性驱动，看护者言语中的上下文多样性与成人自由联想规范中的线索-目标结构相关。为了测试这一点，我们研究了共同出现的话在照顾者的语音从CHILDES数据库，并发现一个词的上下文多样性的独特的词类型的数量，一个词共同出现在照顾者的语音预测的顺序早期单词学习和高度相关的独特的联想线索的数量为一个给定的目标词在成人自由联想规范。语言的联想结构进一步支持的纵向发展的早期语义网络（从16至30个月）使用上下文同现分析。该分析支持两个增长过程：联想的诱惑，其中最早学习的单词与已知单词有更多的联系，以及优先习得，其中最早学习的单词在学习环境中的上下文最多样化。我们进一步讨论了词类（名词，动词等）的影响。这些结果。
Previous studies demonstrated that statistical properties of adult generated free associates predict the order of early noun learning. We investigate an explanation for this phenomenon that we call the associative structure of language: early word learning may be driven in part by contextual diversity in the learning environment, with contextual diversity in caregiver speech correlating with the cue-target structure in adult free association norms. To test this, we examined the co-occurrence of words in caregiver speech from the CHILDES database and found that a word’s contextual diversity—the number of unique word types a word co-occurs with in caregiver speech—predicted the order of early word learning and was highly correlated with the number of unique associative cues for a given target word in adult free association norms. The associative structure of language was further supported by an analysis of the longitudinal development of early semantic networks (from 16 to 30 months) using contextual co-occurrence. This analysis supported two growth processes: The lure of the associates, in which the earliest learned words have more connections with known words, and preferential acquisition, in which the earliest learned words are the most contextually diverse in the learning environment. We further discuss the impact of word class (nouns, verbs, etc.) on these results.
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影响因子：
4.6
作者：
GENTNER, D
通讯作者：
GENTNER, D
影响因子：
56.9
作者：
Barabási, AL;Albert, R
通讯作者：
Albert, R
DOI：
10.3758/bf03203646
发表时间：
1996-02-01
期刊：
BEHAVIOR RESEARCH METHODS INSTRUMENTS & COMPUTERS
影响因子：
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作者：
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通讯作者：
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影响因子：
2.4
作者：
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通讯作者：
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影响因子：
8.2
作者：
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通讯作者：
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