Learning speech-internal cues to pronoun interpretation from co-speech gesture: a training study.
Learning speech-internal cues to pronoun interpretation from co-speech gesture: a training study.
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从共同语音手势中学习语音内部线索来解释代词：一项训练研究。
DOI：
10.1017/s0305000918000557
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发表时间：
2019
影响因子：
2.2
通讯作者：
HudsonKam,CarlaL
中科院分区：
文献类型：
--
作者：
GoodrichSmith,Whitney;Black,AlexisK;HudsonKam,CarlaL
本研究旨在探讨儿童能否从简短的训练中习得与代词理解相关的结构加工偏向。在三天的时间里，42名五奥尔兹被暴露在呈现出第一次提到的倾向的叙述中。两个角色被引入，第一个角色后来被描述为独自一人。在我们感兴趣的主要条件下，手势训练条件下，单独活动句子包含一个模糊的代词，但共同发言的手势澄清了所指。有两个比较条件。在性别训练条件下，角色是不同的性别，从而避免歧义。在名字训练条件下，第一个提到的名字只是简单地重复。歧义代词的解释测试前和培训后。在手势条件下的儿童显着更有可能解释含糊的代词作为第一次提到的字符训练后。比较条件的结果是模糊的：有一个小的，但不显着的效果的培训，但也没有显着差异的条件。
This study explores whether children can learn a structural processing bias relevant to pronoun interpretation from brief training. Over three days, 42 five-year-olds were exposed to narratives exhibiting a first-mentioned tendency. Two characters were introduced, and the first-mentioned was later described engaging in a solo activity. In our primary condition of interest, the Gesture Training condition, the solo-activity sentence contained an ambiguous pronoun, but co-speech gesture clarified the referent. There were two comparison conditions. In the Gender Training condition the characters were different genders, thereby avoiding ambiguity. In the Name Training condition, the first-mentioned name was simply repeated. Ambiguous pronoun interpretation was tested pre- and post-training. Children in the Gesture condition were significantly more likely to interpret ambiguous pronouns as the first-mentioned character after training. Results from the comparison conditions were ambiguous: there was a small but non-significant effect of training, but also no significant differences between conditions.