Phonological Learning Influences Label-Object Mapping in Toddlers
Phonological Learning Influences Label-Object Mapping in Toddlers
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DOI：
10.1044/2019_jslhr-l-18-0131
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发表时间：
2019-06-01
影响因子：
2.6
通讯作者：
Saffran, Jenny
中科院分区：
文献类型：
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作者：
Breen, Ellen;Pomper, Ron;Saffran, Jenny
目的：婴儿能迅速习得其母语的语音模式。母语语音线索的知识有助于学习与这些模式一致的新单词。然而，很少有人知道新获得的语音知识，即儿童正在学习的过程中，如何影响新单词的学习。目前的实验旨在确定是否暴露于一个新的语音模式影响随后的新单词learning.Method：两岁的奥尔兹（n = 41）熟悉的一系列新的话，遵循一个简单的语音规律。在熟悉之后，幼儿被教导4个新的标签对象对。结果：词汇量较小的幼儿能学习到所有的新的标记-宾语配对，而词汇量较大的幼儿只学习到符合新的语音规律的新的标记-宾语配对。这些研究结果表明，新学习的语音模式影响新单词的学习，并强调了幼儿的候选词形式的表征的个体差异的作用。
Purpose: Infants rapidly acquire the sound patterns that characterize their native language. Knowledge of native language phonological cues facilitates learning new words that are consistent with these patterns. However, little is known about how newly acquired phonological knowledge-regularities that children are in the process of learning-affects novel word learning. The current experiment was designed to determine whether exposure to a novel phonological pattern affects subsequent novel word learning.Method: Two-year-olds (n = 41) were familiarized with a list of novel words that followed a simple phonotactic regularity. Following familiarization, toddlers were taught 4 novel label-object pairs. Two of the labels were consistent with the novel regularity, and 2 of the labels were inconsistent with the regularity.Results: Toddlers with smaller vocabularies learned all of the novel label-object pairings, whereas toddlers with larger vocabularies only learned novel label-object pairings that were consistent with the novel phonological regularity.Conclusion: These findings demonstrate that newly learned phonological patterns influence novel word learning and highlight the role of individual differences in toddlers' representations of candidate word forms.