Quantitative Linguistic Predictors of Infants' Learning of Specific English Words.
Quantitative Linguistic Predictors of Infants' Learning of Specific English Words.
复制标题
婴儿学习特定英语单词的定量语言预测因子。
DOI：
10.1111/cdev.12731
复制
发表时间：
2018
影响因子：
4.6
通讯作者：
Humphrey,Colman
中科院分区：
文献类型：
--
作者：
Swingley,Daniel;Humphrey,Colman
为了评价口语的哪些特征有助于幼儿词汇学习，对幼儿定向言语语料库(M.R.Brent和J.M.Siskind，2001)进行了多个语言维度的表征，并与幼儿的词汇产出逐字统计相关。理解(12个月和15个月)和产出量(15个月)是通过频率、单字话语中出现的频率、具体性、话语长度和典型持续时间来预测的。这些特征以前曾被提出影响学习，但这里测量了它们的相对贡献。母亲的数据比其他孩子更好地预测了自己孩子的学习情况；因此，家庭内部的词汇量是一致的。这些分析为关于母语英语言语的几个特性在促进早期单词学习中的相关性的主张提供了定量的基础。
To evaluate which features of spoken language aid infant word learning, a corpus of infant‐directed speech (M. R. Brent & J. M. Siskind, 2001) was characterized on several linguistic dimensions and statistically related to the infants’ vocabulary outcomes word by word. Comprehension (at 12 and 15 months) and production (15 months) were predicted by frequency, frequency of occurrence in one‐word utterances, concreteness, utterance length, and typical duration. These features have been proposed to influence learning before, but here their relative contributions were measured. Mothers’ data predicted learning in their own children better than in other children; thus, vocabulary is measurably aligned within families. These analyses provide a quantitative basis for claims concerning the relevance of several properties of maternal English speech in facilitating early word learning.