介绍三先生:注意力,感知和意义选择在数字和颜色词的获取
Katharine A Tillman1,2, Katie Wagner1, David Barner1
1Department of Psychology, University of California, San Diego.
Open mind : discoveries in cognitive science
|October 1, 2024
概括
孩子们慢慢地学习数字单词,因为他们很难将单词与确切的数量联系起来. 使用固有名词改善了学习,这表明在将数字单词映射到其精确含义上的困难.
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:
- 孩子们逐渐学会数字词,尽管早期对小数量敏感.
- 这表明,孩子们最初可能不会假设新型数字单词的精确枢纽性.
研究的目的:
- 为了调查为什么孩子们难以学习数字单词.
- 要确定孩子们的困难在于注意力,感知或意义假设空间.
主要方法:
- 144名儿童被训练在一个新的数字词使用一个数字词 (例如",三点") 或一个固有名词 (例如",三先生").
- 第二个实验使用了与56名儿童进行比较的颜色词 (自称名词与形容词).
- 孩子们必须注意数字或颜色特征来识别目标,但只有数字词条件需要编码确切的含义.
主要成果:
- 儿童在学习新词时明显更好,当它被作为一个固有名词,而不是一个数字词.
- 相比之下,孩子们在学习颜色单词时表现同样好,无论是作为名词还是形容词.
- 这表明数字词的获取存在特定的困难,而不是一般的单词学习.
结论:
- 儿童在掌握数字单词方面的挑战不仅仅是由于注意力或感知.
- 困难可能源于孩子们如何形成关于单词含义的假设,特别是对于数值概念.
- 这项研究揭示了儿童早期数字学习的复杂过程.
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