The Development of Word Meaning

词义的发展

• 批准号: 7067659
• 负责人: Karla McGregor
• 金额: $ 24.28万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-06-01 至 2008-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7067659
• 关键词: behavioral /social science research tag; clinical research; education evaluation /planning; human subject; preschool child (1-5); psychological models; remedial /special education; semantics

DESCRIPTION (provided by applicant): Word learning is a gradual process determined by the competencies of the word learner and cues provided by the word learning environment. Our long-term goal is to elucidate individual differences in both extant word knowledge and word learning among school-aged children. The proposed design takes advantage of naturally-occurring variation between populations. Our method involves comparisons within a group of children bringing intact social and linguistic processing to bear on word learning; between younger and older children with differing levels of maturity in social and linguistic processing; and between normal children and those with poor linguistic processing (children with specific language impairment) or poor social reasoning (children with autism). These comparisons allow tests of two main hypotheses: 1) the gradual or "slow-mapping" phase of word learning depends upon abilities to process a coalition of linguistic and social cues and 2) at any given point in time, the robustness of semantic knowledge established in the lexicon will affect the success of word usage. The specific aims are to determine: 1) how extant word knowledge varies with development, clinical status, and word class; 2) how receptive and expressive word usage vary with development, clinical status, and word class; 3) how the process and outcomes of slow mapping vary with development, clinical status, and word class; and 4) whether there is a causal relation between robustness of lexical semantic knowledge and speed or accuracy of word usage. This project will lead to discoveries about word learning during a rarely studied stage, slow mapping. It will also reveal sources of lexical deficits associated with SLI and autism, impairments affecting 7% and .3% of the U.S. population, respectively.

描述（由申请人提供）：单词学习是一个渐进的过程，由单词学习者的能力和单词学习环境提供的线索决定。我们的长期目标是阐明学龄儿童在现存词汇知识和词汇学习方面的个体差异。所提出的设计利用了种群之间自然发生的变异。我们的方法包括在一组儿童中进行比较，这些儿童将完整的社会和语言处理过程用于单词学习;在社会和语言处理成熟度不同的年龄较小的儿童和年龄较大的儿童之间进行比较;在正常儿童和语言处理能力差的儿童（有特定语言障碍的儿童）或社会推理能力差的儿童（自闭症儿童）之间进行比较。这些比较允许测试两个主要假设：1）单词学习的渐进或“缓慢映射”阶段取决于处理语言和社会线索联盟的能力，2）在任何给定的时间点，词汇中建立的语义知识的鲁棒性将影响单词使用的成功。具体目标是确定： 1)现存的词汇知识如何随发育、临床状态和词类而变化; 2）接受性和表达性词汇使用如何随发育、临床状态和词类而变化; 3）慢速映射的过程和结果如何随发育、临床状态和词类而变化; 4）词汇语义知识的稳健性与词汇使用的速度或准确性之间是否存在因果关系。 这个项目将导致在一个很少研究的阶段，缓慢映射的单词学习的发现。它还将揭示与SLI和自闭症相关的词汇缺陷的来源，分别影响7%和0.3%的美国人口。