相关实验视频
Updated: Jul 19, 2025
09:13
A Real-world What-Where-When Memory Test
Published on: May 16, 2017
11.4K
幼儿园儿童和成年人以代名词的方式将自己的名字扩展到所拥有的对象
1Department of Psychology, University of California-Berkeley, Berkeley, California, USA.
Child development
|August 18, 2023
概括
幼儿园儿童可以学会为所拥有的物体使用名称,即使这些名称在英语中并不典型. 这种语义概括能力在儿童早期的语言学习中发展起来.
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 混词是一种常见的语言装置,相关术语代表一个对象或概念.
- 在英语中,将所有者的名字扩展到所拥有的物体是罕见的.
- 了解儿童如何获得新的语义概括是发展语言学的关键.
研究的目的:
- 为了调查说英语的学龄前儿童是否可以以代名词的方式将所有者的名字扩展到所拥有的物体.
- 为了确定这个语义概括是否被儿童和成年人同样获得.
- 检查获得非标准语言扩展的发展轨迹.
主要方法:
- 2021年,三项预先注册的实验与美国学龄前儿童 (4-6岁) 和成年人进行.
- 参与者进行了测试,以测试他们是否能够将名称扩展到自己拥有的对象,而不是重复或借来的对象.
- 包括效果大小 (d) 在内的统计分析被用来比较年龄组和条件之间的表现.
主要成果:
- 儿童 (5-6岁) 和成年人都将所有者的名字扩展到所拥有的对象的重复.
- 儿童 (5-6岁) 和成年人将所有者的名字扩展到所拥有的对象,而不是借来的对象.
- 四岁的孩子也表现出这种代名词扩展,表明了早期的获取.
结论:
- 讲英语的学龄前儿童可以获得新的语义概括,包括在他们的语言中不典型的代名词扩展.
- 这项研究提供了儿童语义概括的灵活性和早期发展的证据.
- 研究结果表明,儿童的语言学习并不局限于语言环境中明确存在的模式.
相关概念视频
01:23Mnemonic Devices
103
Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
103
01:22Language Development
395
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
395
01:24Concepts and Prototypes
178
The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
178
01:14Piaget's Stage 2 of Cognitive Development
107
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
107
01:12Observational Learning
209
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
209
02:16Stereotype Content Model
14.8K
The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
14.8K