During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty-six 21- to 24-month-olds (92% White, 22 female, data collected 8/21–4/22) learned novel words for novel objects presented using an apparatus that mimicked a shape-sorter toy. The manipulation concerned whether or not the physical features of the environments in which objects occurred heightened the contrasts between the objects. Toddlers only learned labels for objects presented in environments where the apparatus heightened the contrast between the objects (b = .068). These results emphasize the importance of investigating word learning in physical environments that more closely approximate young children's everyday experiences with objects.

中文翻译：

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早期的单词学习受到物理环境的影响

在单词学习过程中，幼儿会在特定环境中体验标签和物体。当物理环境在具有不同标签的物体之间形成对比时，幼儿是否能更好地学习单词？ 36 名 21 至 24 个月大的孩子（92% 是白人，22 名女性，数据收集时间为 8/21-4/22）学习了使用模仿形状分类玩具的装置呈现的新奇事物的新词。这种操纵涉及对象发生的环境的物理特征是否增强了对象之间的对比度。幼儿只能学习设备增强物体之间对比度的环境中呈现的物体的标签 ( b  = .068)。这些结果强调了在更接近幼儿日常物体体验的物理环境中研究单词学习的重要性。