WORD LEARNING IN CATEGORIZATION AND INDIVIDUATION

这项研究的目的是调查 语言学习，一方面，以及分类和 另一方面是个体化的物体。 对于成年人来说， 对象种类的表示被词汇化为可数名词。 这些 表示提供了分类和个性化的标准。 有些人提出，儿童在词汇的过程中得到帮助， 通过限制可能意义的语言约束习得 当他们听到一个新的标签时，他们会考虑。 特别是， 当孩子们听到一个物体上的标签时， 假定它指的是该对象和同类的其它对象（例如， Markman，1989; Waxman，1994）。 或者，标签可以促进 通过简单地提高婴儿的注意力来分类和个性化 所有感知对象特征，计数之间有特定关系 名词和宾语都是通过语言的经验来学习的。 拟议的实验检查是否标签促进婴儿的 分类和个性化对象的能力。 此外，它们还涉及 标签是否与对象种类有具体联系的问题 概念在词汇习得早期或它是否介导注意 一系列的感知特性。 这些实验将揭示 关于收购过程的早期发展 语言和概念知识。

The goal of the proposed research is to investigate the link between language learning, on the one hand, and the ability to categorize and individuate objects on the other. For adults, conceptual representations of object kinds are lexicalized as count nouns. These representations provide criteria for categorization and individuation. Some have proposed that children are aided in the process of lexical acquisition by linguistic constraints that limit the possible meanings they consider when they hear a novel label. In particular, it has been suggested that when children hear a label applied to an object, they assume it refers to that object and others of the same kind (e.g., Markman, 1989; Waxman, 1994). Alternatively, labels may facilitate categorization and individuation by simply increasing infants attention to all perceptual object features, with specific relations between count nouns and object kinds being learned through experience with language. The proposed experiments examine whether labeling facilitates infant's ability to categorize and individuate objects. Further, they address the issue of whether labeling is specifically linked to object kind concepts early in lexical acquisition or whether it mediates attention to a range of perceptual properties. These experiments will shed light on the early development of the processes that underlie the acquisition both of language and conceptual knowledge.