Preschoolers are sensitive to the speaker's knowledge when learning proper names
Preschoolers are sensitive to the speaker's knowledge when learning proper names
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DOI：
10.1111/1467-8624.00416
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发表时间：
2002-03-01
影响因子：
4.6
通讯作者：
Bloom, P
中科院分区：
文献类型：
--
作者：
Birch, SAJ;Bloom, P
个人特有的不可观察的属性，比如他们的专有名称，只能由熟悉这些个人的人知道。幼儿在学习语言时是否利用了这种“熟悉原则”？实验1测试了48名2到4岁的儿童是否能够在知道说话者对其中一个人熟悉但对另一个人不熟悉的情况下，确定一个专有名称（如“杰西”）的所指。即使是两岁的孩子也能成功地认出杰西是说话者熟悉的人。实验2检验了孩子们是否像成年人一样在一般水平上理解这个原则，或者这个知识是否可能特定于某些单词学习情况。为了验证这一点，48名3到5岁的儿童被要求做实验1中任务的反面——他们被要求根据说话者对一个人的专有名称的了解来确定说话者熟悉的人。只有5岁的孩子能够可靠地完成这项任务，这表明对熟悉原则的一般理解是一个相对较晚的发展成就。
Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this "familiarity principle" when lean-Ling language? Experiment 1 tested whether forty-eight 2- to 4-year-old children were able to determine the referent of a proper name such as "Jessie" based on the knowledge that the speaker was familiar with one individual but unfamiliar with the other. Even 2-year-olds successfully identified Jessie as the individual with whom the speaker was familiar. Experiment 2 examined whether children appreciate this principle at a general level, as do adults, or whether this knowledge may be specific to certain word-learning situations. To test this, forty-eight 3- to 5-year-old children were given the converse of the task in Experiment 1-they were asked to determine the individual with whom the speaker was familiar based on the speaker's knowledge of an individual's proper name. Only 5-year-olds reliably succeeded at this task, suggesting that a general understanding of the familiarity principle is a relatively late developmental accomplishment.