Infants' understanding of false labeling events: the referential roles of words and the speakers who use them
Infants' understanding of false labeling events: the referential roles of words and the speakers who use them
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DOI：
10.1016/s0010-0277(03)00002-7
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发表时间：
2003-04-01
期刊：
影响因子：
3.4
通讯作者：
Echols, CH
中科院分区：
文献类型：
--
作者：
Koenig, MA;Echols, CH
这里报告的四项研究调查了16个月大的婴儿对真实和虚假话语的反应是否与他们对人类代理人的知识相互作用。在第一项研究中，婴儿反复听到对常见物体的真实或虚假标签;标签来自坐在婴儿旁边的活跃的人类说话者。在研究2中，婴儿经历了相同的刺激和程序;然而，我们在相同的位置用音频扬声器代替了研究1中的人类扬声器。在研究3中，标签来自隐藏的音频扬声器。在研究4中，一个说话的人背对着这些物体给它们贴上标签。在第一项研究中，当人类代理人错误地标记物体时，婴儿看的时间明显长于她真实地标记物体时。婴儿没有表现出类似的模式的注意力的音频扬声器的研究2，沉默的人的研究3或面向后的扬声器的研究4。事实上，经历过真实标签的婴儿对研究4中面朝后的标签者的观察时间明显长于对其他三种情境中真实标签者的观察时间。此外，婴儿更有可能纠正错误的标签时，产生的人类标签的研究1比在任何其他情况下。这些发现表明，首先，婴儿正在发展一种批判性的概念，认为其他人类说话者是真实的交流者，其次，婴儿理解，当一个词与其所指不匹配时，人类说话者可能会提供独特的有用信息。这些发现与婴儿可以识别知识差异的观点是一致的，这种差异可以基于感知经验的可用性差异。(C)2003 Elsevier Science B. V.保留所有权利。
The four studies reported here examine whether 16-month-old infants' responses to true and false utterances interact with their knowledge of human agents. In Study 1, infants heard repeated instances either of true or false labeling of common objects; labels came from an active human speaker seated next to the infant. In Study 2, infants experienced the same stimuli and procedure; however, we replaced the human speaker of Study 1 with an audio speaker in the same location. In Study 3, labels came from a hidden audio speaker. In Study 4, a human speaker labeled the objects while facing away from them. In Study 1, infants looked significantly longer to the human agent when she falsely labeled than when she truthfully labeled the objects. Infants did not show a similar pattern of attention for the audio speaker of Study 2, the silent human of Study 3 or the facing-backward speaker of Study 4. In fact, infants who experienced truthful labeling looked significantly longer to the facing-backward labeler of Study 4 than to true labelers of the other three contexts. Additionally, infants were more likely to correct false labels when produced by the human labeler of Study 1 than in any of the other contexts. These findings suggest, first, that infants are developing a critical conception of other human speakers as truthful communicators, and second, that infants understand that human speakers may provide uniquely useful information when a word fails to match its referent. These findings are consistent with the view that infants can recognize differences in knowledge and that such differences can be based on differences in the availability of perceptual experience. (C) 2003 Elsevier Science B.V. All rights reserved.