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From social contingency to verbal reference: A constructivist hypothesis.
Psychological Review ( IF 5.4 ) Pub Date : 2021-08-09 , DOI: 10.1037/rev0000320
Elena Luchkina 1 , Fei Xu 1
Affiliation  

In the first year of life, infants’ word learning is slow, laborious, and requires repeated exposure to word-referent co-occurrences. In contrast, by 14–18 months, infants learn words from just a few labeling events, use joint attention and eye gaze to decipher word meaning, and begin to use speech to communicate about absent things. We propose that this remarkable advancement in word learning results from attaining a referential understanding of words—that words are linked to mental representations and used intentionally to communicate about real-world entities. We suggest that verbal reference is supported by codeveloping conceptual, social, representational, and statistical learning capacities. We also propose that infants’ recognition of this tri-directional link between words, referents, and mental representations is enabled by their experience participating in and observing socially contingent interactions. Understanding verbal reference signals a qualitative shift in infants’ word learning. This shift enables infants to bootstrap word meanings from syntax and semantics, learn novel words and facts from nonostensive communication, and make inferences about speakers’ epistemic competence based on their language production. In this paper, we review empirical findings across multiple facets of infant cognition and propose a novel developmental theory of verbal reference. Finally, we suggest new directions of empirical research that may provide stronger and more direct evidence for our theory and contribute to our understanding of the development of verbal reference and language-mediated learning in infancy and beyond. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

中文翻译:

从社会偶然性到言语参考:建构主义假设。

在生命的第一年,婴儿的单词学习缓慢而费力,并且需要反复接触单词指涉共现。相比之下,到 14-18 个月时,婴儿仅通过一些标记事件就能学习单词,利用共同注意力和目光注视来解读单词含义,并开始使用语言来交流不存在的事物。我们认为单词学习的这一显着进步源于对单词的参考理解——词语与心理表征相关联,并有意用于交流现实世界的实体。我们建议共同发展概念、社会、表征和统计学习能力来支持口头参考。我们还提出,婴儿对词语、所指对象和心理表征之间这种三向联系的认识是通过他们参与和观察社会偶然互动的经验来实现的。理解言语参考标志着婴儿词汇学习的质的转变。这种转变使婴儿能够从句法和语义中引导单词含义,从非明示交流中学习新单词和事实,并根据说话者的语言产生来推断说话者的认知能力。在本文中,我们回顾了婴儿认知多个方面的实证研究结果,并提出了一种新颖的言语参考发展理论。最后,我们提出了实证研究的新方向,这些方向可能为我们的理论提供更有力和更直接的证据,并有助于我们理解婴儿期及以后言语参考和语言介导的学习的发展。(PsycInfo 数据库记录 (c) 2021 APA,保留所有权利)
更新日期:2021-08-09
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