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Caregivers use gesture contingently to support word learning
Developmental Science ( IF 4.939 ) Pub Date : 2021-02-06 , DOI: 10.1111/desc.13098
Rachael W Cheung 1 , Calum Hartley 1 , Padraic Monaghan 1, 2
Affiliation  

Children learn words in environments where there is considerable variability, both in terms of the number of possible referents for novel words, and the availability of cues to support word-referent mappings. How caregivers adapt their gestural cues to referential uncertainty has not yet been explored. We tested a computational model of cross-situational word learning that examined the value of a variable gesture cue during training across conditions of varying referential uncertainty. We found that gesture had a greater benefit for referential uncertainty, but unexpectedly also found that learning was best when there was variability in both the environment (number of referents) and gestural cue use. We demonstrated that these results are reflected behaviourally in an experimental word-learning study involving children aged 18–24-month-olds and their caregivers. Under similar conditions to the computational model, caregivers not only used gesture more when there were more potential referents for novel words, but children also learned best when there was some referential ambiguity for words. Thus, caregivers are sensitive to referential uncertainty in the environment and adapt their gestures accordingly, and children are able to respond to environmental variability to learn more robustly. These results imply that training under variable circumstances may actually benefit learning, rather than hinder it.

中文翻译:

看护者偶尔使用手势来支持单词学习

儿童在存在相当大可变性的环境中学习单词,无论是在新单词的可能指称数量方面,还是在支持单词指称映射的线索的可用性方面。照料者如何使他们的手势提示适应参考不确定性尚未得到探索。我们测试了跨情境单词学习的计算模型,该模型检查了在不同参考不确定性条件下训练期间可变手势提示的值。我们发现手势对参照不确定性有更大的好处,但出乎意料地发现,当环境(参照物数量)和手势提示使用都存在可变性时,学习效果最好。我们证明了这些结果在一项涉及 18-24 个月大的儿童及其照顾者的实验性单词学习研究中得到了行为反映。在与计算模型相似的条件下,当新词的潜在指称对象较多时,看护者不仅会更多地使用手势,而且当单词存在一定的指称歧义时,儿童的学习效果也最好。因此,看护者对环境中的参考不确定性很敏感,并相应地调整他们的手势,而儿童能够对环境变化做出反应,从而更稳健地学习。这些结果意味着在不同情况下的培训实际上可能有益于学习,而不是阻碍学习。当新词的潜在指称对象较多时,看护者不仅会更多地使用手势,而且当单词存在一定的指称歧义时,孩子们也学得最好。因此,看护者对环境中的参考不确定性很敏感,并相应地调整他们的手势,而儿童能够对环境变化做出反应,从而更稳健地学习。这些结果意味着在不同情况下的培训实际上可能有益于学习,而不是阻碍学习。当新词的潜在指称对象较多时,看护者不仅会更多地使用手势,而且当单词存在一定的指称歧义时,孩子们也学得最好。因此,看护者对环境中的参考不确定性很敏感,并相应地调整他们的手势,而儿童能够对环境变化做出反应,从而更稳健地学习。这些结果意味着在不同情况下的培训实际上可能有益于学习,而不是阻碍学习。
更新日期:2021-02-06
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