First impressions: Children’s knowledge of words gained from a single exposure
First impressions: Children’s knowledge of words gained from a single exposure
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第一印象：儿童通过一次接触获得的单词知识
DOI：
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发表时间：
1984
影响因子：
2.1
通讯作者：
David K. Dickinson
中科院分区：
文献类型：
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作者：
David K. Dickinson
两个实验考察了影响单词学习初始阶段的因素。4到11岁的孩子在三种展示条件下听到新单词：对话、故事和搭配定义。结果表明，所有年龄段的儿童都能将新单词识别为“单词”，对正确的用法很敏感，并且能从一次接触中获得部分语义表征。年龄较大的儿童比年幼的儿童从明确的定义中受益更多，这表明元语言意识和记忆策略影响单词学习。证据还表明，如果范例是先前命名的类别的外围，那么新单词的含义学习效果会比单词是先前命名的类别的中心更好。
ABSTRACT Two experiments examined factors affecting the initial phase of word learning. Four- to 11-year-olds heard new words in three presentation conditions: A conversation, a story, and paired with a definition. Overall the results indicate that children at all ages could identify the new words as “words,” were sensitive to correct usage, and could acquire a partial semantic representation from a single exposure. Older children benefited more than younger ones from explicit definitions, suggesting that metalinguistic awareness and memory strategies affect word learning. Evidence also suggests that meanings for new words are better learned if the exemplar is peripheral to previously named categories than if the word is central to a previously named category.