婴儿对单独词语的了解:调查父母报告和查看时间之间的联系
Melanie López Pérez1, Charlotte Moore1, Andrea Sander-Montant1
1Concordia University, Montréal, Canada.
概括
父母报告和看着听着的任务显示,婴儿对个体词语知识的可靠性是混合的. 词汇发展评估需要仔细考虑这些方法的局限性.
科学领域:
- 儿童发展 儿童发展
- 语言学的语言学.
- 心理学 心理学 心理学
背景情况:
- 早期的词汇评估通常使用家长报告和行为任务,如看-听-听.
- 虽然可靠的总分数,他们的准确性对于婴儿的单词知识是有争议的.
研究的目的:
- 为了检查单语和双语婴儿的父母报告与看着听着任务的词级可靠性.
- 确定影响这两种共同评估方法之间一致性的因素.
主要方法:
- 对126名14至31个月龄的单语和双语婴儿的档案数据进行分析.
- 在单个单词层面上比较父报告的单词生成与看着听着的任务性能.
- 使用混合效应模型来控制儿童水平的因素,如年龄和总词汇量.
主要成果:
- 在儿童层面,看着听着的表现与父母报告的词语产生相关.
- 然而,在单词层面上,看而听的表现是由年龄和词汇大小预测的,而不是父母的报告.
- 在控制年龄和词汇量时,家长报告没有显著预测单词水平的表现.
结论:
- 看着听着的任务和家长的报告可能无法充分捕捉婴儿对单个单词的特殊知识.
- 年龄和整体词汇量是行为任务表现的重要预测因素.
- 需要进一步的研究来完善准确评估早期词汇知识的方法.
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