Learning to learn words: Tests of a four-step process

学习单词：四步过程的测试

• 批准号: 6914351
• 负责人: LARISSA K SAMUELSON
• 金额: $ 16.59万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2009-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6914351
• 关键词: adolescence (12-20); behavioral /social science research tag; bias; clinical research; form /pattern perception; human middle age (35-64); human subject; language development; performance; preschool child (1-5); psychological tests; verbal learning; young adult human (21-34)

DESCRIPTION (provided by applicant): Learning word meanings in a first language should be a difficult task. The number and range of possible meanings to be learned is immense and, by some arguments, indeterminate from the typical information provided to young children. Despite these challenges, between 18- and 30-months-of-age the typical child's productive vocabulary increases tenfold. Many of the new words children learn at this age are nouns. Previous research suggests that the task of learning new nouns is made easier by biases or constraints that direct children's attention to the correct features of objects for name learning. Despite considerable empirical support for these word learning biases, however, little is known about their origins or the mechanisms by which they are implemented. This is the focus of the present proposal. The present study will test and augment a processed-based developmental account of how perceptual word learning biases develop. Specifically, the empirical studies proposed here are based on the proposal that the bias to attend shape young children demonstrate when learning names for novel solid objects is the developmental product of the early noun vocabulary. Thirteen studies will test specific predictions concerning the relation between young children's vocabularies, category knowledge, and the development of word learning biases. In so doing these studies will further our understanding of the mechanisms that support young children's smart word learning abilities. The present research has potential implications for developmental delays in language learning and specifically for children who evidence delays in learning words. Previous research in this area suggests that children given intensive exposure to sets of words designed to create a precocious word learning bias not only develop an early bias but show acceleration in their subsequent acquisition of new words outside the laboratory. This suggests the possibility of interventions to help children with delays in word learning. Before such interventions can be developed, however, much more needs to be known about the basic processes that support the development of word learning biases. Thus, the present research is designed to lay the foundation for the application of what is known about the development of word learning biases to children with delays in word learning.

描述（由申请人提供）：学习第一语言的单词含义应该是一项艰巨的任务。要学习的可能意义的数量和范围是巨大的，而且，根据一些论点，从提供给幼儿的典型信息中是不确定的。尽管存在这些挑战，但在18个月至30个月大的年龄段，典型儿童的有效词汇量增加了10倍。这个年龄段的孩子学习的许多新单词都是名词。先前的研究表明，学习新名词的任务是更容易的偏见或限制，直接儿童的注意力的正确特征的名称学习的对象。尽管有相当多的经验支持这些单词学习偏见，但是，很少有人知道他们的起源或机制，他们实施。这是本提案的重点。本研究将测试和增强一个基于过程的发展帐户的知觉单词学习偏见如何发展。具体来说，这里提出的实证研究是基于这样的建议，即偏向出席形状幼儿展示学习时，新的固体物体的名称是早期名词词汇的发展产物。13项研究将测试有关幼儿词汇量，类别知识和单词学习偏差发展之间关系的具体预测。通过这些研究，我们将进一步了解支持幼儿智能词学习能力的机制。目前的研究对语言学习中的发展迟缓，特别是对那些在学习单词中表现出迟缓的儿童有潜在的影响。这一领域的先前研究表明，孩子们密集接触旨在创造早熟单词学习偏见的单词集，不仅会发展早期偏见，而且会在实验室外加速他们随后的新单词习得。这表明有可能采取干预措施来帮助单词学习延迟的儿童。然而，在开发这种干预措施之前，需要更多地了解支持单词学习偏见发展的基本过程。因此，本研究的目的是奠定基础， 我们对单词学习延迟的儿童的单词学习偏差的发展有什么了解。