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Children's theory of word meaning : The role of shape similarity in early acquisition.

儿童词义理论：形状相似性在早期习得中的作用。

基本信息

批准号：
06610102
负责人：
UCHIDA Nobuko
金额：
$ 1.15万
依托单位：
Ochanomizu University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1995
项目状态：
已结题

项目摘要

This research contrasts two important proposals as to children's assumptions about word meanings : the taxonomic assumption proposal and the perceptual (color or shape) bias proposal. Both proposals agree that childen focus on groups of "like kind" in word meaning extention, but they differ in their assumption as to the nature of "likeness" for young children. We tested the two proposals by separating and comparing categry membership and perseptual similarity in a word/no-word match-to-sample task. In the first experiment, three age group children, 3-, 4- and 5-year-olds, were shown a standard object and three another pictures : a taxonomically similar object, a thematically simillar object, and a perceptually similar object. They were asked either : "This is a dax ; show me another dax "or" Find the one that goes with this one."After completing the session, in order to comfirm whether children can shift to another dimension of stimuli of the first session, children were asked "Find th … More e another one that goes with this one."There were three main results. First, the three age groups showed a pronaunced shift from thematic-based to perceptual-based responding when novel words were given. Secnd, a developmental shift was found from perceptual responding to taxonomic responding in the presence of a novel word. Third, the ease of a shift to another dimension was depending on aging, 5-year-olds children could shift to another dimension most easily.In the second experiment, we used American version as stimuli, and repeated the same procedure as the experiment I.Most findings of the experiment I were confirmed, but the shape bias function much storong.The third experiment conserns about how children'attension is directed to the taxonomic dimension. We set two traning condition : the group giving information about the function of objects, and the group giving information to attend to the commonalities of objects, and the control group same as the novel lavel condition of Experiment I and Experiment II.The main result was that younger chilren could not attend to the taxonomic dimension without information of the function of objects.These results suggest that perceptual similarity is very important in early acquisition of word meaning, but that children gradually shift their attention to deeper properties. We conjecture that this early focus on perceptual similarity may help young children learn categories, gradually bootstrapping them to a sense oftaxonomic relations that goes beyond perceptual similarity. Less

本研究对比了两个关于儿童词义假设的重要建议：分类假设建议和知觉（颜色或形状）偏见建议。这两种观点都认为儿童在词义扩展中关注的是“同类”群体，但对幼儿“相似性”的性质的假设不同。我们测试了这两个建议，分离和比较的词/无词匹配样本任务中的语义成员和知觉相似性。在第一个实验中，三个年龄组的儿童，3-，4-和5岁，显示了一个标准的对象和三个其他图片：分类相似的对象，主题相似的对象，和感知相似的对象。他们被问到：“这是一个dax ;给我看另一个dax”或“找到与这个配套的那个。在完成第一阶段后，为了确认儿童是否能够转移到第一阶段刺激的另一个维度，儿童被要求“找到第一阶段刺激的另一个维度”。 ...更多信息另一个和这个搭配的。“有三个主要结果。首先，三个年龄组显示了一个pronaunced转变，从主题为基础的感知为基础的反应时，新的单词。第二，在新词语出现时，被试的认知反应发生了向分类反应的转变。第三，注意力转移到另一个维度的难易程度取决于年龄，5岁儿童最容易转移到另一个维度;第二个实验以美国版本为刺激，重复与实验一相同的程序，实验一的大部分结果得到了证实，但形状偏向的作用更大;第三个实验探讨了儿童注意力是如何被引导到分类维度的。我们设置了两个训练条件：群体给出关于物体功能的信息，群体给出关注物体共性的信息，实验一和实验二的实验组与对照组相同，主要结果是，在没有物体功能信息的情况下，幼儿不能注意到分类维度，这些结果表明知觉相似性是非常重要的在早期词汇意义习得中起重要作用，但儿童逐渐将注意力转移到更深层次的属性上。我们推测，这种早期对感知相似性的关注可能有助于幼儿学习类别，逐渐引导他们超越感知相似性的分类关系。少