在5岁之前与5岁之后获得的词语含义类型:对教育的影响
1Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada.
Frontiers in psychology
|April 22, 2024
概括
6岁以下的儿童主要使用非语言单词含义,而年龄较大的儿童则发展出基于语言的含义. 词汇教学应该适应,专注于对年轻儿童的非语言支持和对年长儿童的口头策略.
科学领域:
- 心理语言学 心理语言学
- 发展心理学 发展心理学
- 神经科学是一个神经科学.
背景情况:
- 单词含义被分为非语言 (神经学基础) 或语言基础 (从其他单词构建).
- 了解这些含义类型的发展轨迹对于有效的词汇教育至关重要.
研究的目的:
- 使用现有的儿童语言数据,将单词含义分类为非语言或基于语言的.
- 分析从幼儿时期到青春期的意义类型的发展转变.
- 为词汇支持和教学提供基于证据的建议.
主要方法:
- 从哈特和里斯利的研究 (1936个月) 中利用了词语使用数据.
- 用这个词意味着Biemiller和Slonim研究中的知识数据 (511年).
- 根据发育阶段和依赖口头定义的分类含义.
主要成果:
- 在3岁时使用的,在5岁时知道的含义主要是非语言的.
- 孩子们在2年级和5年级获得了许多基于口头的含义.
- 尽管有口头补充,但即使在5年级,非语言含义仍然占多数.
结论:
- 词汇的发展涉及从非语言转向以语言为基础的含义.
- 6岁以下儿童的教学应该强调建立非语言词汇.
- 6岁后,教学应该优先考虑口头定义的含义,以提高理解和表达.
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