语言的发展超越了现在和现在:在面向儿童的沟通中,标志性和位移
Yasamin Motamedi1, Margherita Murgiano1, Beata Grzyb1
1Department of Experimental Psychology, University College London, London, UK.
Child development
|April 2, 2024
概括
护理人员使用标志性的线索,如手势或声音,以帮助幼儿学习缺席对象的单词. 这些视觉和听觉线索对于不熟悉的项目特别有帮助,有助于语言学习.
科学领域:
- 发展心理学 发展心理学
- 语言发展语言发展.
- 儿童语言的获取儿童语言的获取
背景情况:
- 大多数语言都指不存在的实体 (过去,未来,假设),这对单词学习来说是一个挑战.
- 标志性线索,在图像上代表缺席的参考,被假设为帮助学习在流离失所的背景.
研究的目的:
- 调查护理人员是否使用标志性线索来支持儿童对流离失所者的词汇学习.
- 检查对象的熟悉性如何影响在照顾者和儿童之间的互动中使用标志性线索.
主要方法:
- 对71个英语说话的照顾者-儿童二元体 (24-58个月) 的视听数据库进行分析.
- 编码护理人员的语音,手动和视觉行为在熟悉/不熟悉的对象,现有/流离失所的背景下.
主要成果:
- 当物体被移动时,照顾者产生了更多标志性的线索,而不是当物体存在时.
- 标志性线索更频繁地用于不熟悉的对象,而不是熟悉的对象,特别是在移位的环境中.
- 当物体在物理上存在时,采用了其他线索.
结论:
- 标志性线索在促进缺席参考人的词汇学习方面发挥着至关重要的作用,特别是对于不熟悉的项目.
- 护理人员战略性地调整他们的沟通策略,利用标志性的线索来弥合词语和物体之间的差距.
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