Joint attention and lexical acquisition style
Joint attention and lexical acquisition style
复制标题
联合注意力和词汇习得方式
DOI：
10.1177/014272378300401202
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发表时间：
1983
期刊：
影响因子：
1.9
通讯作者：
J. Todd
中科院分区：
文献类型：
--
作者：
M. Tomasello;J. Todd
最近的研究已经证明了早期词汇发展的系统性个体差异。本研究调查了这些差异与母亲和儿童调节彼此注意力状态的方式差异的关系。6名一岁奥尔兹的母亲记录日记，并每月与他们的孩子一起录像。从日记的语言措施有关的措施，注意力的操纵和维护来自编码的录像互动。结果表明，当母亲通过引导孩子的注意力而不是跟随孩子的注意力来开始互动时，他们的孩子学会了更少的物体标签和更多的个人社交词汇。保持持续的联合注意力集中的二人组的孩子总体词汇量更大。研究结果表明，母亲和孩子调节彼此注意力的方式是影响儿童早期词汇发展的重要因素。
Recent research has documented systematic individual differences in early lexical development. The current study investigated the relation ship of these differences to differences in the way mothers and children regulate each other's attentional states. Mothers of 6 one-year-olds kept diary records and were videotaped with their children at monthly intervals as well. Language measures from the diary were related to measures of attention manipulation and maintenance derived from a coding of the videotaped interactions. Results showed that when mothers initiated interactions by directing their child's attention, rather than by following into it, their child learned fewer object labels and more personal-social words. Dyads who maintained sustained bouts of joint attentional focus had children with larger vocabularies overall. It was concluded that the way mothers and children regulate each other's attention is an important factor in children's early lexical development.