单语和双语儿童的单词学习:演讲者眼睛凝视的影响
Ishanti Gangopadhyay1, Margarita Kaushanskaya2
1Indiana University-Bloomington, USA.
Bilingualism (Cambridge, England)
|June 14, 2024
概括
双语儿童最初在学习词语时更好地专注于对象,但单语儿童更有效地记住新词. 双语影响注意力对目光线索,但不影响单词保留.
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:
- 眼神线索对于儿童高效的单词学习至关重要.
- 双语可能会影响孩子在学习过程中如何处理社会线索.
研究的目的:
- 研究说话者的目光如何影响单语和双语儿童的新词学习.
- 为了确定双语是否在使用眼神线索来记住单词方面具有优势.
主要方法:
- 4-5岁的单语 (N=23) 和双语 (N=24) 儿童被教导一些新词.
- 教学涉及一致的 (凝视对象两次) 和不一致的 (凝视对象一次) 眼睛凝视条件.
- 在教学过程中对象歧视和在测试过程中记住单词被评估.
主要成果:
- 双语儿童在没有凝视线索的情况下更早地表现出对象差异化.
- 单语儿童在两种凝视条件下都表现出优异的新词记忆能力.
- 没有发现双语优势的词保留使用凝视线索.
结论:
- 双语影响了早期词语学习中对眼神凝视的注意力策略.
- 尽管有注意力差异,但双语并不能增强基于目光线索的长期单词记忆.
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