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MUTUAL EXCLUSIVITY BIAS IN CHILDREN'S WORD LEARNING

儿童单词学习中的相互排斥偏差

基本信息

批准号：
2199776
负责人：
WILLIAM E MERRIMAN
金额：
$ 8.68万
依托单位：
KENT STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
1989
资助国家：
美国
起止时间：
1989-07-01 至 1995-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/2199776
关键词：
adolescence (12-20) child psychology human subject language development middle childhood (6-11) preschool child (1-5) verbal learning

项目摘要

Certain children in certain situations behave as if they have a bias to keep word references mutually exclusive, i.e., a bias to interpret a new word so that it has no referents in common with familiar words. The word learning of children who have a mutual exclusivity bias should be subject to three general constraints-a constraint on the interpretation of an ambiguous new word; a constraint on the reaction to the use of a new word for an old referent; and a constraint on the generalization of words. The proposed research will address seven basic questions about the nature of each of these constraints. These questions are: (1) How is children's word learning aided by these constrains? (2) How are errors that should result from these constrains avoided? (3) What are the cognitive prerequisites of the constraints? (4) How do the constraints change with development? (5) What causes the developmental change? (6) What are the temporal dynamics of the constraints? (7) How do the constraints vary with respect to word type? Ten studies will be conducted. Each study will address at least one of the basic questions about at least one of the constraints. Study 1 will provide information about questions (3) and (4) by comparing adherence to the constraint on word generalization with appearance-reality confusions in 3- and 5-year-olds. Studies 2 and 3 will provide information about all questions except (6) by examining the effects of token novelty, referent typicality, and word distinctiveness on the adherence of 2-, 3-, and 4-year-olds to the disambiguation constraint for nouns and verbs. Study 4 will provide information about questions (6) and (7) by examining the effect of repeated exposure to new nouns and verbs on the adherence of 2- and 4-year-olds to the constraint on reactions to the use of a new word for an old referent. Studies 5 and 6 will provide information about all questions except (6) by examining the effects of speaker constancy and credibility on the adherence of 2-, 6-, 22-, and 19-year-olds to two of the constraints on nouns and adjectives. Studies 7 and 8 will provide information about all questions by examining the effects of correction requirement, timing of new name introduction, and memory cues on the adherence of 2- and 4-year-olds to two of the constraints on nouns and adjectives. Studies 9 and 10 will provide information about all questions except (6) by examining the ease with which 3-, 6-, 11- , and 19-year-olds learn and remember pairs of new words that have either mutually exclusive, nested, or overlapping reference.

在某些情况下，某些孩子的行为就像他们有一个偏向于保持词语引用的互斥，即偏向解释一个新词，使其没有相同的指代熟悉的词语。孩子们的单词学习有共同的意义排他性偏见应受到三个一般限制--a 对歧义新词的解释的限制；a 对使用新词代替旧词的反应的限制参照物；以及对词语泛化的限制。这个拟议的研究将解决以下七个基本问题这些限制中的每一个的性质。这些问题是：(1)如何儿童的单词学习是否受到这些限制的帮助？(2)怎么样避免了这些约束应该导致的错误？(3)什么这些约束的认知前提是什么？(4)如何制约因素随着发展而改变？(5)是什么导致了发展变化？(6)发展变化的时间动力学是什么约束？(7)这些约束相对于Word有何不同类型？将进行十项研究。每项研究将至少解决关于至少一个约束的基本问题之一。研究1将通过以下方式提供关于问题(3)和(4)的信息比较遵守词泛化的约束与 3岁和5岁儿童的外表-现实困惑。研究2和 3将提供除(6)以外的所有问题的信息考察象征性新颖性、指称典型性和 2、3、4岁儿童坚持性的词汇差异性研究名词和动词的歧义消解约束。研究4将提供有关问题(6)和(7)的信息，请查看反复接触新名词和动词对粘着的影响 2岁和4岁儿童对使用一个旧指代的新词。研究5和6将提供除(6)通过检查影响之外的所有问题的信息演讲者的坚定性和可信度取决于2-，6-， 22岁和19岁的两个限制名词和形容词。研究7和8将提供关于所有通过检查更正要求的影响来提出问题，介绍新名字的时机，以及关于坚持使用的记忆提示 2岁和4岁儿童对名词和形容词。研究9和研究10将提供关于所有问题，但第(6)项除外，方法是考察3-、6-、11- ，19岁的青少年学习和记住成对的新单词互斥、嵌套或重叠引用。