Cross-domain influences on early word and action learning

跨领域对早期言语和行动学习的影响

• 批准号: 277140543
• 负责人: Professorin Dr. Birgit Elsner
• 金额: --
• 依托单位: Abteilung Entwicklungspsychologie
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2015
• 资助国家: 德国
• 起止时间: 2014-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/277140543?language=en
• 关键词: Cross; domain; influences; early; word

Communicating with experienced others is an important way young children learn about the world surrounding them. Communication with infants is inherently multimodal – we not only provide them with spoken language input, but we also provide them with other visual, gestural cues to the content of our interaction. Multimodal input can highlight certain aspects of demonstrated information and can therefore support young children’s learning in social contexts. During the first funding period, we examined potential interactions between language and action in early-childhood development, with a special focus on whether information from one domain can influence processing of information in the other domain. For word learning, we focused on word-object-associations, for action learning, on action-object associations (which are relevant for tool use). The results from the first funding period contribute increasing evidence for a u-shaped pattern to the interaction between information from different domains when young children learn to associate objects with words or actions: Information from one domain (e.g. action) fosters learning in the other domain (e.g., word-object associations) in preverbal infants (during the first year of life) and in older children (from 2 to 3 years on) but not at intermediate ages, where children are developing proficiency in action and word learning. Against this background, the proposed research for the second funding period will study the early ontogeny and later development of cross-domain influences on early word and action learning, as well as examine factors that foster further cross-domain influences across development. In particular, we will examine whether increasing familiarity with the kinds of actions or words being presented, or increasing linguistic or action proficiency leads to children differentially prioritising action or linguistic input, and the effects of such prioritisation on action and word learning. Together with the results from the first funding period, the planned studies will allow us to chart the development of multimodal information processing in young children and examine the cross-domain influence of such information on young children’s word and action learning. Especially against the background of the rich content of our interactions with children, the planned research will deliver important insights into how communication with children can be tailored to their developmental needs and their selective interests.

与有经验的人交流是幼儿了解周围世界的重要途径。与婴儿的沟通本质上是多模态的-我们不仅为他们提供口头语言输入，而且还为他们提供其他视觉，手势提示我们的互动内容。多模态输入可以突出显示信息的某些方面，因此可以支持幼儿在社会环境中的学习。在第一个资助期内，我们研究了儿童早期发展中语言和行动之间的潜在相互作用，特别关注一个领域的信息是否会影响另一个领域的信息处理。对于单词学习，我们专注于单词-物体-联想，对于动作学习，我们专注于动作-物体联想（与工具使用相关）。第一个资助期的结果为来自不同领域的信息之间的相互作用提供了越来越多的证据，当幼儿学习将物体与词语或动作联系起来时，来自不同领域的信息之间的相互作用呈u形模式：来自一个领域的信息（例如动作）促进了另一个领域的学习（例如，词-物体联想），但在中间年龄段，儿童正在发展熟练的动作和单词学习。在此背景下，第二个资助期的拟议研究将研究早期个体发育和早期单词和动作学习的跨领域影响的后期发展，以及研究促进跨领域影响的因素。特别是，我们将研究是否越来越熟悉的各种行动或正在提出的话，或增加语言或行动熟练程度导致儿童差异优先行动或语言输入，以及这种优先行动和单词学习的影响。连同第一个资助期的结果，计划中的研究将使我们能够绘制幼儿多模式信息处理的发展，并研究这些信息对幼儿单词和动作学习的跨领域影响。特别是在我们与儿童互动内容丰富的背景下，计划中的研究将提供重要的见解，了解如何与儿童沟通，以适应他们的发展需求和他们的选择性兴趣。