NAMING AND THE PERCEPTION OF SHAPE IN CHILDREN AND ADULT

儿童和成人的命名和形状感知

• 批准号: 2675437
• 负责人: BARBARA LANDAU
• 金额: $ 8.12万
• 依托单位: UNIVERSITY OF DELAWARE
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-06-01 至 2000-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2675437
• 关键词: adult human (21+); behavioral /social science research tag; bias; concept; cues; form /pattern perception; human subject; language development; motion perception; neural information processing; preschool child (1-5); response generalization; statistics /biometry; stimulus /response; stimulus generalization; verbal learning

DESCRIPTION (Applicant's Abstract): In their first several years of language learning, children acquire roughly 15,000 words. Understanding how they learn so many words so quickly is fundamental to understanding a critical aspect of human cognition: How natural predispositions interact with learning to carve the world into the categories encoded by language. Answering this question is, in turn, a prerequisite for understanding disorders in language learning and the often observed links between language disorders and other learning disabilities. In this research, the investigators will examine a "shape bias" in young children's and adults' word learning. As first reported by Landau, Smith, & Jones (1988), 2- and 3-year-olds and adults who are shown a novel object and hear it named later extend the name to other objects that are the same shape as the exemplar, regardless of variations in texture or size. The purpose of the proposed research is to move the study of naming and its special relation to shape in a new direction. Current research in adults' perception of shape suggests that static properties of shape may interact with substance and motion to inform observers about rigidity, which then may guide attention towards or away from shape. Furthermore, natural versus man-made textures may inform observers about an object's category, and hence which kinds of properties may be most important for membership. The investigators ask how specific aspects of shape and their interaction with material and texture influence categorization and naming by children and adults. The present research consists of ten experiments designed to examine three issues: 1) How different properties of static shape and their interactions with material guide children's and adults' generalization of a new word to new exemplars. 2) How differences between natural and man-made textures might affect naming and categorization, specifically whether objects with these different texture types invite subjects to generalize to different types of objects. 3) How higher-level conceptual knowledge affects subjects' inferences about the range of possible shapes included in a named category. In each experiment, subjects are 2-, 3-, and 5-year-olds and adults. In the basic method, subjects are presented with novel 2- or 3-dimensional objects or materials. In the Word condition, the stimulus is named; in the Similarity condition, it is not named. Then subjects decide whether other objects can be called by the same name, or they decide whether the other objects are "like" the exemplar. These methods duplicate events that naturally occur during language learning.

描述(申请人摘要)：在他们的头几年 在语言学习方面，孩子们掌握了大约15,000个单词。了解如何 他们这么快就学会了这么多单词，这是理解一个 人类认知的关键方面：自然倾向如何相互作用 通过学习将世界划分为由语言编码的类别。 回答这个问题反过来又是理解 语言学习障碍和经常观察到的语言之间的联系 精神障碍和其他学习障碍。 在这项研究中，研究人员将检查年轻人的“形体偏向” 儿童和成人的单词学习。正如Landau，Smith，&最先报道的那样 琼斯(1988)，2岁和3岁的孩子和成年人，他们被展示了一个新的物体和 后来听到它的名字，把它的名字延伸到其他形状相同的物体上 作为样本，而不考虑质地或大小的变化。目的 提出的研究方向是推进命名及其特殊性的研究 在一个新的方向上与形状的关系。目前对成年人的研究 对形状的感知表明，形状的静态属性可能会相互作用 用实质和运动向观察者通报僵化，然后可能 引导注意力朝向或远离形状。此外，自然与 人造纹理可以向观察者告知对象的类别，因此 哪些属性对于成员资格可能是最重要的。这个 研究人员询问形状的具体方面以及它们与 材料和质地影响儿童的分类和命名 成年人。 目前的研究包括十个实验，旨在检验三个 问题：1)静态形状的不同属性及其相互作用 用材料引导儿童和成人对新词的概括 新的样本。2)天然纹理和人造纹理之间的差异 可能会影响命名和分类，特别是具有 这些不同的纹理类型邀请受试者将其概括为不同的 对象的类型。3)更高层次的概念知识如何影响 受试者对命名的 类别。在每个实验中，受试者分别是2岁、3岁和5岁的儿童以及 成年人。在基本方法中，向受试者呈现新颖的2-或 三维对象或材质。在条件这个词中，刺激是 已命名；在相似条件下，它未命名。然后受试者决定 是否可以使用相同的名称调用其他对象，还是由它们决定 其他对象与样本“相似”。这些方法复制事件 在语言学习过程中自然发生的事情。