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Linking language to sensory experience: Onomatopoeia in early language development
Developmental Science ( IF 3.1 ) Pub Date : 2020-11-24 , DOI: 10.1111/desc.13066 Yasamin Motamedi 1, 2 , Margherita Murgiano 1 , Pamela Perniss 3 , Elizabeth Wonnacott 1, 4 , Chloë Marshall 5 , Susan Goldin‐Meadow 6 , Gabriella Vigliocco 1
Developmental Science ( IF 3.1 ) Pub Date : 2020-11-24 , DOI: 10.1111/desc.13066 Yasamin Motamedi 1, 2 , Margherita Murgiano 1 , Pamela Perniss 3 , Elizabeth Wonnacott 1, 4 , Chloë Marshall 5 , Susan Goldin‐Meadow 6 , Gabriella Vigliocco 1
Affiliation
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A key question in developmental research concerns how children learn associations between words and meanings in their early language development. Given a vast array of possible referents, how does the child know what a word refers to? We contend that onomatopoeia (e.g. knock, meow), where a word's sound evokes the sound properties associated with its meaning, are particularly useful in children's early vocabulary development, offering a link between word and sensory experience not present in arbitrary forms. We suggest that, because onomatopoeia evoke imagery of the referent, children can draw from sensory experience to easily link onomatopoeic words to meaning, both when the referent is present as well as when it is absent. We use two sources of data: naturalistic observations of English‐speaking caregiver–child interactions from 14 up to 54 months, to establish whether these words are present early in caregivers’ speech to children, and experimental data to test whether English‐speaking children can learn from onomatopoeia when it is present. Our results demonstrate that onomatopoeia: (a) are most prevalent in early child‐directed language and in children's early productions, (b) are learnt more easily by children compared with non‐iconic forms and (c) are used by caregivers in contexts where they can support communication and facilitate word learning.
中文翻译：
将语言与感官体验联系起来：拟声词在早期语言发展中的作用
发展研究中的一个关键问题涉及儿童如何在其早期语言发展中学习单词和含义之间的关联。给定大量可能的指示对象，孩子如何知道单词指的是什么？我们认为拟声词（例如敲门声，喵叫声）），一个单词的声音会唤起与其含义相关的声音属性，在儿童早期词汇发展中特别有用，它提供了单词和感觉体验之间没有任意形式的联系。我们建议，由于拟声词能唤起被指对象的图像，无论存在或不存在指称对象，儿童都可以从感官经验中汲取灵感，轻松地将拟声词与含义相联系。我们使用两种数据来源：从14个月到54个月的英语看护者与孩子互动的自然观察，确定这些单词是否出现在看护者向儿童讲演的早期阶段，以及实验数据来测试说英语的儿童是否可以从拟声词学习。我们的结果表明拟声词：
更新日期：2020-11-24
中文翻译：
将语言与感官体验联系起来：拟声词在早期语言发展中的作用
发展研究中的一个关键问题涉及儿童如何在其早期语言发展中学习单词和含义之间的关联。给定大量可能的指示对象，孩子如何知道单词指的是什么？我们认为拟声词（例如敲门声，喵叫声）），一个单词的声音会唤起与其含义相关的声音属性，在儿童早期词汇发展中特别有用，它提供了单词和感觉体验之间没有任意形式的联系。我们建议，由于拟声词能唤起被指对象的图像，无论存在或不存在指称对象，儿童都可以从感官经验中汲取灵感，轻松地将拟声词与含义相联系。我们使用两种数据来源：从14个月到54个月的英语看护者与孩子互动的自然观察，确定这些单词是否出现在看护者向儿童讲演的早期阶段，以及实验数据来测试说英语的儿童是否可以从拟声词学习。我们的结果表明拟声词：
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