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相关概念视频

Language and Cognition01:27

Language and Cognition

325
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
325
Language Development01:22

Language Development

318
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
318
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

39
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
39
Components of Language01:24

Components of Language

246
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
246
The Nativist Approach01:21

The Nativist Approach

34
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
34
Language01:16

Language

194
Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
194

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相关实验视频

Updated: Jun 7, 2025

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

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为什么孩子们认为单词是相互排斥的?

Gabor Brody1, Roman Feiman1,2, Athulya Aravind3

  • 1Department of Cognitive and Psychological Sciences, Brown University.

Psychological science
|November 21, 2024
PubMed
概括
此摘要是机器生成的。

孩子们通过理解何时假定有区别来学习单词的含义,而不是通过天生的偏见. 小说词只有在专注地说话时才会被视为独特的,这表明了对比.

关键词:
焦点 焦点 关注 关注 关注信息结构信息结构.语言发展语言的发展.相互排他性的相互排他性单词学习 单词学习

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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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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:

  • 孩子们经常在有多种可能含义的情况中学习新词.
  • 相互排他性 (ME) 原则表明,孩子们认为新词的含义与已知的词有所不同.
  • 这项研究质疑ME是否是一种诱导偏见,还是依赖于语言线索.

研究的目的:

  • 调查儿童在词语学习中使用相互排他性 (ME) 是否是一种天生的偏见或依赖于信息结构.
  • 确定语言线索,特别是"焦点",是否在何时应用ME的信号.
  • 为了探索2岁的孩子在词汇获取中对焦点的理解.

主要方法:

  • 对106名2岁0个月至2岁11个月的儿童进行了3项实验.
  • 参与者在不同背景下呈现了新词,有或没有语言重点.
  • 评估了儿童的词对象映射,以评估他们对相互排他性的理解.

主要成果:

  • 两岁的孩子只在重视地说出新词时,才会应用相互排他性 (ME).
  • 当词语缺乏焦点时,孩子们不会假定不同的含义,而是理解新词来标记熟悉的对象.
  • 这表明,焦点的存在或不存在影响了ME的应用.

结论:

  • 单词学习中的相互排他性可能不是一种固有的偏见,而是一种由信息结构引导的策略.
  • 孩子们很早就会对焦点的理解,以此作为不同的单词含义的暗示.
  • 这项研究为儿童如何通过关注务实和信息结构信号来获得词汇提供了新的视角.