Representational change in young children's understanding of familiar verb meaning
Representational change in young children's understanding of familiar verb meaning
复制标题
DOI：
10.1017/s0305000997003127
复制
发表时间：
1997-06-01
影响因子：
2.2
通讯作者：
PoulinDubois, D
中科院分区：
文献类型：
--
作者：
Forbes, JN;PoulinDubois, D
将动词概括为先前标记的事件的新例子的能力表明了一种隐含的理解，即动词是事件类别的代表性符号。本研究采用优先注视范式考察了幼儿何时以及如何将熟悉的动词概括为新事件。总体而言，24名儿童1岁，8岁和25名儿童2岁，2岁，证明了他们的理解的动词踢和拿起的目标事件在控制试验中看得更长。此外，1岁儿童; 8与最大的表达词汇概括相同的动词行动与不同的代理人，但不行动的结果或方式不同。与此相反，2岁的孩子，2一贯扩展熟悉的动作动词，以其他行动不同的代理人或方式，无论他们的表达词汇的大小。这些发现并不是由于任何使用的行动显着性和解释的表征变化与收购的词汇学习原则。
The ability to generalize verbs to new examples of previously labelled events demonstrates an implicit understanding that verbs are representative symbols of categories of events. The present study examined when and how very young children generalize familiar verbs to novel events by using the preferential looking paradigm. Overall, 24 children aged 1;8 and 25 children aged 2;2 demonstrated their understanding of the verbs Kick and pick-up by looking significantly longer at the target events on control trials. Additionally, children aged I;8 with the largest expressive vocabulary generalized the same verbs to actions with different agents, but not to actions differing in outcome or manner of action. In contrast, chidren aged 2;2 consistently extended familiar action verbs to other actions differing in agent or manner, regardless of the size of their expressive vocabulary. These findings were not due to the saliency of any of the actions used and are interpreted in terms of representational change consistent with the acquisition of lexical learning principles.