幼儿园儿童在视频聊天和现场互动中以相似的速度对未知单词提出问题
Laura Janakiefski1, Isabelle C Guicherit1, Megan M Saylor1
1Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37212, USA.
Journal of experimental child psychology
|September 29, 2023
概括
幼儿园儿童通过问问题来积极学习单词. 这项研究发现,五岁的孩子在视频聊天中对未知的单词提出了类似的问题,就像他们在现场一样,这表明活跃的单词学习在网上持续存在.
科学领域:
- 发展心理学 发展心理学
- 语言获取 语言获取
- 人与计算机的交互
背景情况:
- 随着COVID-19的流行,幼儿的数字互动加速了.
- 幼儿园儿童通过在含义不清楚时提出问题来积极推动单词学习.
研究的目的:
- 调查学龄前儿童在视频聊天中的问问题行为是否反映了面对面的互动.
- 为了确定虚拟平台是否会影响学龄前儿童的积极词语学习策略.
主要方法:
- 一项涉及18名5岁儿童通过视频会议 (Zoom) 进行互动的研究.
- 参与者被指示对已知和未知的动词做出反应,并分析了询问行为.
主要成果:
- 在视频聊天期间,学龄前儿童对未知的词语提出了更多问题,而不是已知的词语,这与亲自研究一致.
- 视频聊天和面对面的格式之间,问问题的总体率没有差异.
- 在被问到的问题*类型*中观察到差异,这表明视频聊天对信息搜索的潜在影响.
结论:
- 视频聊天不会妨碍学龄前儿童的基本活动词学习.
- 虚拟平台可能会改变儿童寻找信息以学习新词的具体方式.
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