在儿童中进行原始化标量和临时丰富
Alice Rees1, Ellie Carter2, Lewis Bott2
1University of Edinburgh, Edinburgh, UK.
Cognition
|July 26, 2023
概括
孩子们理解像"一些"和"所有"这样的标量意义,但与标量含义作斗争. 这项研究表明,他们的困难不是由于缺乏词汇知识,而是由于其他因素.
科学领域:
- 心理语言学 心理语言学
- 发展心理学 发展心理学
- 认知科学 认知科学
背景情况:
- 句子从未说出的替代词中获得意义.
- 孩子们往往无法得出标量含义,比如理解"一些"并不排除"所有".
- 词汇替代账户表明,孩子们缺乏关于标量词关系的知识.
研究的目的:
- 测试一个假设,儿童的标量隐性缺陷源于缺乏词汇知识.
- 与成年人相比,调查儿童对标量和临时含义的理解.
主要方法:
- 一项涉及72名儿童 (年龄为5.1岁) 和51名成人的初始化研究.
- 参与者被准备了强烈的,替代的或弱的句子.
- 目标试验评估了标量表达式和临时表达式的解释.
主要成果:
- 孩子们不愿意推导出标量暗示,这与之前的研究一致.
- 与成年人相比,儿童的特设隐性反应率是儿童的两倍.
- 儿童对标量项表现出强大的原始化效应,表明他们意识到他们的关系.
结论:
- 儿童的标量隐性缺陷不是由于缺乏关于"一些"和"所有"等术语的词汇知识而引起的.
- 临时暗示可能在发育上早于尺度暗示.
- 需要进行进一步的研究,以确定儿童尺度隐性缺陷的根本原因.
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