Do Infants Learn from Isolated Words? An Ecological Study
Do Infants Learn from Isolated Words? An Ecological Study
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DOI：
10.1080/15475441.2018.1503542
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发表时间：
2019-01-01
影响因子：
1.5
通讯作者：
Fisher, Robin Lindop
中科院分区：
文献类型：
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作者：
Keren-Portnoy, Tamar;Vihman, Marilyn;Fisher, Robin Lindop
孤立词对于婴儿语言学习的重要性，研究者们意见不一，因为孤立词在输入语中相对较少出现。Brent和Siskind（2001）表明，婴儿说出的第一个单词是他们的母亲最常单独使用的单词。本文研究了呈现模式对词形识别记忆的长期影响。在两个实验中，我们评估了12个月大的婴儿是否能在三周的时间内记住家里出现的新单词：(i)单独或（ii）句子。当用单词列表进行测试时，婴儿能识别单独呈现的单词，但不能识别最后呈现的句子。在分割任务测试中，无论训练期间的呈现模式如何，它们都无法识别训练过的单词。我们的研究结果表明，在语言学习的早期阶段，孤立产生的相对较小比例的单词可能发挥了不成比例的作用。
Researchers disagree as to the importance for infant language learning of isolated words, which occur relatively rarely in input speech. Brent and Siskind (2001) showed that the first words infants produce are words their mothers used most frequently in isolation. Here we investigate the long-term effects of presentation mode on recognition memory for word forms. In two experiments we assess whether 12-month-old infants remember novel words presented in the home, over a three-week period: (i) in isolation or (ii) sentence-finally. When tested with word lists infants recognize words that had been presented in isolation, but not those that had been presented sentence-finally. They fail to recognise the trained words when tested with a segmentation task, regardless of presentation mode during the training. Our results indicate that the relatively small proportion of words produced in isolation in the input likely play a disproportionate role in the early period of language learning.