Children Monitor Individuals' Expertise for Word Learning
Children Monitor Individuals' Expertise for Word Learning
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DOI：
10.1111/j.1467-8624.2009.01422.x
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发表时间：
2010-03-01
影响因子：
4.6
通讯作者：
Corriveau, Kathleen H.
中科院分区：
文献类型：
--
作者：
Sobel, David M.;Corriveau, Kathleen H.
两个实验考察了学龄前儿童利用他人对物体非明显特性的专业知识学习新单词的能力。在实验1中，4岁儿童（n = 24）基于他们对这些物体的不同因果知识认同个体对这些物体的标签。实验2检验了这一推论的稳健性及其发展。四岁的孩子（n = 40）认可来自同盟者的标签，这些同盟者准确地预测了物体的非明显的内部属性，但不能预测非明显的外部属性。三岁的孩子（n = 40）在这两种情况下的表现都是偶然的，他们不太可能认识到举报人的专业知识，这表明他们可能无法监控个人的专业知识。这些数据表明，儿童从证词中学习的能力对于他们理解个人专业知识的相关性是必要的。
Two experiments examined preschoolers' ability to learn novel words using others' expertise about objects' nonobvious properties. In Experiment 1, 4-year-olds (n = 24) endorsed individuals' labels for objects based on their differing causal knowledge about those objects. Experiment 2 examined the robustness of this inference and its development. Four-year-olds (n = 40) endorsed labels from confederates who accurately predicted objects' nonobvious internal properties but not nonobvious external properties. Three-year-olds (n = 40) performed at chance levels in both cases and were less likely to recognize the informants' expertise, suggesting that they might be unable to monitor individuals' expertise. These data suggest that children's ability to learn from testimony is necessary for their understanding of the relevance of an individual's expertise.