From social contingency to verbal reference: A constructivist hypothesis.
From social contingency to verbal reference: A constructivist hypothesis.
复制标题
从社会权变到言语指称：一个建构主义假设。
DOI：
10.1037/rev0000320
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发表时间：
2022-07
影响因子：
5.4
通讯作者：
Xu, Fei
中科院分区：
文献类型：
--
作者：
Luchkina, Elena;Xu, Fei
在生命的第一年，婴儿的单词学习是缓慢的，费力的，需要反复接触与单词有关的同现。相比之下，14-18个月大的婴儿只从几个标记事件中学习单词，使用联合注意力和眼睛凝视来破译单词的含义，并开始使用语音来交流缺席的事物。我们认为，单词学习的这种显著进步源于对单词的参照理解--单词与心理表征联系在一起，并被有意用于与现实世界的实体进行交流。我们认为，通过共同发展概念、社会、表征和统计学习能力来支持言语指称。我们还提出，婴儿对词语、指称和心理表征之间的这种三向联系的认识是通过他们参与和观察社会偶然互动的经验来实现的。理解言语指称标志着婴儿词汇学习的质的转变。这一转变使幼儿能够从句法和语义中获取词义，从非明示交际中学习新词和事实，并根据他们的语言产出对说话人的认知能力做出推断。在这篇文章中，我们回顾了婴儿认知的多个方面的经验发现，并提出了一种新的言语指称发展理论。最后，我们提出了新的实证研究方向，这可能会为我们的理论提供更有力和更直接的证据，并有助于我们理解言语指称和语言中介学习在婴儿期和以后的发展。
In the first year of life, infants’ word learning is slow, laborious, and requires repeated exposure to word-referent co-occurrences. In contrast, by 14–18 months, infants learn words from just a few labeling events, use joint attention and eye gaze to decipher word meaning, and begin to use speech to communicate about absent things. We propose that this remarkable advancement in word learning results from attaining a referential understanding of words—that words are linked to mental representations and used intentionally to communicate about real-world entities. We suggest that verbal reference is supported by codeveloping conceptual, social, representational, and statistical learning capacities. We also propose that infants’ recognition of this tri-directional link between words, referents, and mental representations is enabled by their experience participating in and observing socially contingent interactions. Understanding verbal reference signals a qualitative shift in infants’ word learning. This shift enables infants to bootstrap word meanings from syntax and semantics, learn novel words and facts from nonostensive communication, and make inferences about speakers’ epistemic competence based on their language production. In this paper, we review empirical findings across multiple facets of infant cognition and propose a novel developmental theory of verbal reference. Finally, we suggest new directions of empirical research that may provide stronger and more direct evidence for our theory and contribute to our understanding of the development of verbal reference and language-mediated learning in infancy and beyond.
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影响因子：
3.7
作者：
Cheung H;Xiao W;Lai CM
通讯作者：
Lai CM
DOI：
10.1080/01690965.2011.641744
发表时间：
2013-04-01
期刊：
Language and cognitive processes
影响因子：
--
作者：
Arunachalam S;Escovar E;Hansen MA;Waxman SR
通讯作者：
Waxman SR
影响因子：
3.7
作者：
Akhtar, N
通讯作者：
Akhtar, N
影响因子：
3.4
作者：
Arunachalam, Sudha
通讯作者：
Arunachalam, Sudha
影响因子：
4
作者：
BAILLARGEON, R;GRABER, M
通讯作者：
GRABER, M