Toddlers' referential understanding of pictures
Toddlers' referential understanding of pictures
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DOI：
10.1016/j.jecp.2009.05.008
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发表时间：
2009-11-01
影响因子：
2.6
通讯作者：
DeLoache, Judy S.
中科院分区：
文献类型：
--
作者：
Ganea, Patricia A.;Allen, Melissa L.;DeLoache, Judy S.
图片具有参考性，因为它们可以代表现实世界中的物体。在这里，我们探讨了在生命的第二年对图片的参考潜力的理解的出现。在研究 1 中，15、18 和 24 个月大的孩子在图画书互动的背景下学习了表示新奇物体图片的单词（例如“blicket”）。后来，他们看到了一块木块的图片及其所描绘的真实物体，并要求他们指出木块。许多24-。 18 个月甚至 15 个月大的孩子将真实物体表示为 blicket 的实例，这与对图片和物体之间引用关系的理解是一致的。在研究 2 中，孩子们接受了与所描绘物体颜色不同的示例物体的测试，以确定他们是否会将所学到的所描绘物体的标签扩展到稍微不同的类别成员。 15 个月、18 个月和 24 个月大的参与者未能做出一致的参考反应。研究结果从这个年龄段的图像理解是联想性的还是象征性的角度进行了讨论。 (C) 2009 Elsevier Inc. 保留所有权利。
Pictures are referential in that they can represent objects in the real world. Here we explore the emergence of understanding of the referential potential of pictures during the second year of life. In Study 1, 15-, 18-, and 24-month-olds learned a word for a picture of a novel object (e.g., "blicket") in the context of a picture book interaction. Later they were presented with the picture of a blicket along with the real object it depicted and asked to indicate the blicket. Many of the 24-. 18-, and even 15-month-olds indicated the real object as an instance of a blicket, consistent with an understanding of the referential relation between pictures and objects. In Study 2, children were tested with an exemplar object that differed in color from the depicted object to determine whether they would extend the label they had learned for the depicted object to a slightly different category member. The 15-, 18-, and 24-month-old participants failed to make a consistent referential response. The results are discussed in terms of whether pictorial understanding at this age is associative or symbolic. (C) 2009 Elsevier Inc. All rights reserved.