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Assessment for Verb Acquisition and Developing Its Computer Assisted Learning Program

动词习得评估及其计算机辅助学习程序的开发

基本信息

批准号：
04551005
负责人：
IITAKA Kyoko
金额：
$ 3.01万
依托单位：
Tokyo Gakugei University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Developmental Scientific Research (B)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1994
项目状态：
已结题

项目摘要

The aims of this project are (1) to obtain background information for verb acquisition through early stages of mother-child interaction, (2) to clarify developmental stages of verb acquisition in normal children in order to understand problems of the handicapped, (3) to develop computer assisted learning programs for some verbs which are difficult to differentiate with and extend their meanings.First, longitudinal studies are conducted to compare nonverbal contexts observed in mother-child interactions. In play, mothers were observed to use more environmental sounds and onomatopoeia with names of toys. Along with motor development of children, mothers began to demonstrate as well as use verbs with the objects. Children at first learned to play in actions, then uttered environmental sounds or onomatopoeia to mean the objects, and later learn to use appropriate verbs in handling the particular objects.Cross-sectional studies revealed that children's understanding about verbs extend from those relating to proximal to distal, i.e. gross-motor to fine motor co-ordination. It was also found that children seemed to learn verbs through association with frequently used objects or contexts. Physically handicapped children who could respond to non-verbal vocabulary tests by nodding, etc. were found to understand some verbs which they could never perform but observe through daily experiences. Some mentally retarded children showed that they could learn to use verbs, such as "throw, roll, catch" after playing ball with verbal stimuli.Various computer programs were made for children to learn and to extend meanings of some verbs by using VTR and animation materials. Normal as well as handicapped children showed more interests and attended longer to these computer-assisted program. The statistically significant gains were also obtained.

本项目的目的是(1)通过母子互动的早期阶段获得动词习得的背景信息；(2)阐明正常儿童动词习得的发展阶段，以了解残疾儿童的问题；(3)为一些难以区分和扩展意义的动词开发计算机辅助学习程序。首先，进行纵向研究，比较母子互动中观察到的非言语语境。在游戏中，观察到母亲们更多地使用环境音和拟声词来命名玩具。随着儿童运动能力的发展，母亲们开始对物体进行示范和使用动词。儿童最初学会了在动作中玩耍，然后发出环境音或拟声词来表示物体，后来学习使用适当的动词来处理特定的物体。横断面研究表明，儿童对动词的理解从与近端到远端有关的动词，即大运动到精细运动的协调。研究还发现，儿童似乎是通过联想频繁使用的物体或语境来学习动词的。能够通过点头等方式对非语言词汇测试做出反应的肢体残疾儿童，被发现理解了一些他们永远不会执行的动词，但他们必须通过日常经验来观察。一些弱智儿童在用语言刺激玩球后，发现他们能学会使用动词，如“掷、滚、接”。他们制作了各种计算机程序，让儿童学习并利用录像机和动画素材扩展一些动词的含义。正常儿童和残疾儿童对这些计算机辅助程序表现出更多的兴趣和更长的时间。在统计上也获得了显著的收益。