The temporal structure of naming events differentially affects children's and adults' cross-situational word learning
The temporal structure of naming events differentially affects children's and adults' cross-situational word learning
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DOI：
10.1016/j.jecp.2020.104961
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发表时间：
2020-12-01
影响因子：
2.6
通讯作者：
Wojcik, Erica
中科院分区：
文献类型：
--
作者：
Benitez, Viridiana L.;Zettersten, Martin;Wojcik, Erica
为了习得新词，学习者往往需要在时间上分布的模糊学习事件中整合关于词义的信息。词汇学习事件的时间结构如何影响学习者的编码？时间结构对儿童和成人的影响有何不同？在本实验中，我们考察了4-7岁儿童(N=110)和成人(N=90)在跨情境词汇学习任务中的表现如何受到学习事件的时间分布的影响。我们在三种训练条件下对参与者进行了测试，控制了将特定对象的命名事件分开的试验数量。在非结构化条件下，命名事件的时间分布是不同的；在集中条件下，命名事件发生的交错试验较少；在交错条件下，命名事件发生时交错试验较多。成年人从集中条件下获得的好处比儿童大得多，而儿童在集中条件和交错条件下的学习同样成功。这些结果表明，成人在跨情景词汇学习中利用时间结构的方式与儿童有所不同。(C)2020 Elsevier Inc.保留所有权利。
To acquire novel words, learners often need to integrate information about word meanings across ambiguous learning events distributed in time. How does the temporal structure of those word learning events affect what learners encode? How do the effects of temporal structure differ in children and adults? In the current experiments, we asked how 4- to 7-year-old children's (N = 110) and adults' (N = 90) performance on a cross-situational word learning task is influenced by the temporal distribution of learning events. We tested participants in three training conditions, manipulating the number of trials that separated naming events for specific objects. In the Unstructured condition, the temporal distribution was varied; in the Massed condition, naming events occurred with few interleaved trials; and in the Interleaved condition, naming events occurred with many interleaved trials. Adults showed substantially larger benefits from the Massed condition than children, whereas children were equally successful at learning in the Massed and Interleaved conditions. These results provide evidence that adults differ from children in how they exploit temporal structure during cross-situational word learning. (C) 2020 Elsevier Inc. All rights reserved.