幼儿以前与扬声器的社会经验影响他们的词学习
Elise Breitfeld1, Anna M Compton1, Jenny R Saffran1
1Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA.
概括
幼儿从不熟悉的成年人那里更有效地学习新词,而这些成年人以前表现出了有吸引力的行为. 之前的有吸引力的互动增强了幼儿的单词学习,突出了社会经验的重要性.
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 语言学的语言学.
背景情况:
- 幼儿更有效地从熟悉的照顾者那里学习单词,而不是陌生人.
- 这种护理人员在词汇学习方面的优势的根本原因尚未完全理解.
- 之前参与社交互动可能会增加幼儿对学习的接受度.
研究的目的:
- 为了调查小孩是否更好地从一个不熟悉的成年人那里学习新的对象标签,而这个成年人以前表现出有吸引力的行为,与没有吸引力的行为相比.
- 探索先前的社会参与在促进早期词汇获取方面的作用.
主要方法:
- 40名幼儿 (27-29个月) 参加了一个单词学习任务.
- 实验人员在学习阶段之前在预先录制的视频中显示了有吸引力的 (婴儿导向的言语,手势,眼神接触,积极影响) 或没有吸引力的行为 (成人导向的言语,没有手势,没有眼神接触,中性影响).
- 在幼儿被两位实验者教导新对象的标签后,使用看而听的范式来评估词语学习.
主要成果:
- 幼儿在被实验者教导的标签上表现出明显更好的单词学习表现,这些标签以前表现出引人入胜的行为.
- 统计分析,包括线性混合效应模型和基于集群的顺序测试,支持了这一发现.
- 增长曲线分析进一步表明,与引人注目的实验者相关的增强学习轨迹.
结论:
- 幼儿以前与不熟悉的成年人的社交经历,可以显著影响他们随后的单词学习成功.
- 从不熟悉的成年人那里获得社交线索可以增强学习,这表明社交互动的质量对于早期的词汇获取至关重要.
- 这些发现有助于了解促进幼儿有效学习单词的社会因素.
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