14-17个月的婴儿是否使用标志性的语音和手势暗示来解释单词的含义? (a)
Suzanne Aussems1, Lottie Devey Smith2, Sotaro Kita1
1Department of Psychology, University of Warwick, Coventry CV4 7AL, United Kingdom.
The Journal of the Acoustical Society of America
|July 25, 2024
概括
14-17个月的婴儿没有使用声音象征或手势来学习单词含义. 结合这些线索并没有提高它们将语音与物体联系起来的能力.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 认知科学 认知科学
背景情况:
- 早期的语言学习理论经常强调标志性的作用,即语言和手势在视觉上类似于它们的参考.
- 调查婴儿对标志性线索的敏感性对于了解他们如何将声音映射到意义至关重要.
研究的目的:
- 为了确定14-17个月的婴儿是否使用标志性音调线索在语音和标志性手势线索来解释单词含义.
- 为了检查是否结合听觉 (音调) 和视觉 (手势) 标志性线索可以以超添加的方式增强婴儿的语言学习灵敏度.
主要方法:
- 对36名婴儿 (14-17个月大) 进行了优先看的任务.
- 婴儿接触到口头的非词语与视觉刺激 (小/大物体) 结合在一起,以及音调线索,手势线索或两者兼而有之.
- 用贝叶斯因子分析来评估支持或反对婴儿偏好的证据.
主要成果:
- 婴儿没有表现出对基于一致呈现的标志性线索 (音调,手势或多式联络) 的对象的显著偏好.
- 统计分析为零假设提供了中度到强烈的支持,表明标志性没有可靠的影响.
结论:
- 14-17个月大的婴儿似乎不依赖标志性的音调,手势或组合的多模式线索来将语音与对象引用联系起来.
- 这些发现挑战了现有的理论,这些理论认为标志性是早期词汇学习的主要机制.
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