EARLY REFERENTIAL UNDERSTANDING - INFANTS ABILITY TO RECOGNIZE REFERENTIAL ACTS FOR WHAT THEY ARE
EARLY REFERENTIAL UNDERSTANDING - INFANTS ABILITY TO RECOGNIZE REFERENTIAL ACTS FOR WHAT THEY ARE
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DOI：
10.1037/0012-1649.29.5.832
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发表时间：
1993-09-01
影响因子：
4
通讯作者：
BALDWIN, DA
中科院分区：
文献类型：
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作者：
BALDWIN, DA
先前的研究已经记录了婴儿在9-12个月大的时候能够跟随成年人的关注线和指向手势，但婴儿是否意识到这些线索是关于单词参考的特权信息来源还不清楚。研究1表明，至少19-20个月的婴儿可以理解这一点：婴儿使用参考线索来指导新的单词-对象映射，即使这需要他们忽略时间连续性的竞争。在研究2中，研究1中观察到的效果并没有通过非参考性的行为来增强对象的显著性（例如，不看的操作），这表明婴儿意识到伴随着标签的行为不一定是参考的。综上所述，这些发现表明，至少从婴儿后期开始，语言学习是建立在对参考线索相对丰富的理解基础上的。
Previous research has documented infants' ability to follow adults' line-of-regard and pointing gestures by 9-12 months of age, but it has not been clear whether infants appreciate that such cues are a privileged source of information about word reference. Study 1 demonstrated that this is understood by at least 19-20 months: Infants used referential cues to guide a new word-object mapping even though this required that they ignore competition from temporal contiguity In Study 2, the effects observed in Study 1 were not obtained with actions that served to enhance the salience of an object nonreferentially (eg, manipulating without looking), suggesting that infants appreciate that actions that accompany labeling are not necessarily referential. Taken together, these findings indicate that language learning is grounded in a relatively rich understanding of cues to reference, at least from late infancy on.