护理人员作为实验者:减少不熟悉的情况有助于害羞的孩子学习单词
Matt Hilton1,2, Katherine E Twomey3, Gert Westermann2
1Department of Cognitive Neuroscience, Maastricht University, Maastricht, NL, Netherlands.
概括
害羞的孩子们.
科学领域:
- 儿童发展 儿童发展
- 心理语言学 心理语言学
- 认知心理学 认知心理学
背景情况:
- 害羞的孩子在不熟悉的实验室环境中经常难以学习新词.
- 这种困难可能源于对不熟悉的厌恶,在单词学习过程中干扰注意力.
研究的目的:
- 调查是否增加任务熟悉度可以改善害羞儿童的词汇学习.
- 检查害羞和熟悉之间在早期词汇获取中的相互作用.
主要方法:
- 一个单词学习任务适用于两岁的孩子,护理人员作为实验者.
- 孩子们在熟悉的,护理人员主导的环境中学习了新对象的新词.
- 绩效被评估在引用者选择和词对象映射的保留上.
主要成果:
- 在熟悉的任务中,害羞没有影响最初的词对象映射 (参考选择).
- 害羞与记忆力正相关,表明害羞的孩子记住了更多的词语含义.
- 熟悉度减轻了害羞对单词学习结果的影响.
结论:
- 熟悉任务可以减轻害羞对初始单词学习的负面影响.
- 当学习环境熟悉时,害羞可能不会妨碍记住单词.
- 个人差异,如害羞,与环境因素相互作用,影响早期的单词学习.
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