Predictable Events Enhance Word Learning in Toddlers
Predictable Events Enhance Word Learning in Toddlers
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DOI：
10.1016/j.cub.2018.06.017
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发表时间：
2018-09-10
期刊：
影响因子：
9.2
通讯作者：
Saffran, Jenny R.
中科院分区：
文献类型：
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作者：
Benitez, Viridiana L.;Saffran, Jenny R.
对环境的可预测性的敏感性支持幼儿在许多领域的学习[1，2]，包括语言[3-6];感知[7，8];以及物体，空间和时间的处理[1，9]。可预测的预测允许观察者对即将发生的事件产生预期，并从违反这些预期的行为中学习[10，11]。鉴于检测可预测和不可预测事件的好处，一个关键问题是哪些类型的输入有助于幼儿的学习。在目前的研究中，我们通过在预测或违反预测的事件中嵌入单词学习时刻来评估可预测性对幼儿单词学习的影响。2岁的孩子观察到一个连续的视觉序列，其中新的对象是从一个可预测的时空模式（1，2，3，4）的四个位置之一。然后在序列（1，2，3，1）预测的事件期间标记对象。或违反序列（1，2，3，2）的事件。两项研究的结果显示，在可预测的事件中标记的对象比在不可预测的事件中标记的对象更好的单词学习。这些发现表明，可预测的事件为幼儿创造了有利的学习时刻，这对可预测的输入在早期发展中所发挥的作用产生了影响。
Sensitivity to the predictability of the environment supports young children's learning in many domains [1, 2], including language [3-6]; perception [7, 8]; and the processing of objects, space, and time [1, 9]. Predictable regularities allow observers to generate expectations about upcoming events and to learn from violations of those expectations [10, 11]. Given the benefits of detecting both predictable and unpredictable events, a key question concerns which types of input facilitate learning in young children. In the current research, we assessed the effects of predictability on toddlers' word learning by embedding word-learning moments within events that were either predicted or violated predictions. 2-year-olds observed a continuous visual sequence in which novel objects were revealed from one of four locations in a predictable spatiotemporal pattern (1, 2, 3, 4). Objects were then labeled either during events that were predicted by the sequence (1, 2, 3, 1). or events that violated the sequence (1, 2, 3, 2). Results from two studies revealed better word learning for objects labeled during predictable events than objects labeled during unpredictable events. These findings suggest that predictable events create advantageous learning moments for toddlers, with implications for the role played by predictable input in early development.