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Spotting Dalmatians: Children’s ability to discover subordinate-level word meanings cross-situationally
Cognitive Psychology ( IF 3.0 ) Pub Date : 2019-11-01 , DOI: 10.1016/j.cogpsych.2019.101226
Felix Hao Wang 1 , John C Trueswell 2
Affiliation  

Even when children encounter a novel word in the situation of a clear and unique referent, they are nevertheless faced with the problem of semantic uncertainty: when "puziv" refers to a co-present spotted dog, does the word mean Fido, Dalmatian, dog, animal, or entity? Here we explored the extent to which children (3-5 years of age) can reason about a novel word's meaning from information they have gathered cross-situationally, from a series of simple ostensive labeling events ("I see a puziv!"). Of particular interest were the conditions under which children arrive at a subordinate level meaning (e.g., Dalmatian) rather than a basic level meaning (e.g., dog). Experiment 1 showed that children (N = 32) were capable of using lexical contrast and/or mutual exclusivity cross-situationally, such that they arrived at subordinate level meanings only when the words being learned contrasted at the subordinate level, otherwise they strongly preferred basic level meanings (e.g., dog) even when the word had previously referred to subordinate level exemplars (always Dalmatians). Experiment 2 showed that some children in this same age range (N = 20) can also arrive at subordinate level meanings cross-situationally when offered relatively minimal linguistic support ("It's a kind of dog."). The findings are interpreted with respect to current theories of cross-situational word learning, and suggest that word meanings rather than sets of referential exemplars are tracked and used for cross-situational comparison.

中文翻译:

斑点斑点狗:儿童跨情境发现下级词义的能力

即使孩子在明确而独特的指称的情况下遇到一个新词,他们仍然面临语义不确定的问题:当“puziv”指的是共同出现的斑点狗时,这个词是否意味着Fido,Dalmatian,dog ,动物,还是实体?在这里,我们探讨了儿童(3-5 岁)从他们跨情境收集的信息中推理新词含义的程度,从一系列简单的明示标签事件(“我看到了 puziv!”)。特别令人感兴趣的是儿童达到从属层次意义(例如,达尔马提亚语)而不是基本层次意义(例如,狗)的条件。实验 1 表明儿童(N = 32)能够跨情境使用词汇对比和/或互斥,这样他们只有在学习的单词在下级层次上形成对比时才到达下级意义,否则他们强烈喜欢基本级意义(例如,狗),即使这个词以前提到下级示例(总是达尔马提亚人)。实验 2 表明,当提供相对最少的语言支持(“这是一种狗”)时,同一年龄范围内的一些儿童(N = 20)也可以跨情境理解下级意义。研究结果根据当前的跨情境单词学习理论进行解释,并建议跟踪和用于跨情境比较的单词含义而不是参考范例集。否则,即使该词之前曾指代下级示例(总是达尔马提亚人),他们也强烈偏爱基本级别的含义(例如,狗)。实验 2 表明,当提供相对最少的语言支持(“这是一种狗”)时,同一年龄范围内的一些儿童(N = 20)也可以跨情境理解下级意义。研究结果根据当前的跨情境单词学习理论进行解释,并建议跟踪和用于跨情境比较的单词含义而不是参考范例集。否则,即使该词之前曾指代下级示例(总是达尔马提亚人),他们也强烈偏爱基本级别的含义(例如,狗)。实验 2 表明,当提供相对最少的语言支持(“这是一种狗”)时,同一年龄范围内的一些儿童(N = 20)也可以跨情境理解下级意义。研究结果根据当前的跨情境单词学习理论进行解释,并建议跟踪和用于跨情境比较的单词含义而不是参考范例集。实验 2 表明,当提供相对最少的语言支持(“这是一种狗”)时,同一年龄范围内的一些儿童(N = 20)也可以跨情境理解下级意义。研究结果根据当前的跨情境单词学习理论进行解释,并建议跟踪和用于跨情境比较的单词含义而不是参考范例集。实验 2 表明,当提供相对最少的语言支持(“这是一种狗”)时,同一年龄范围内的一些儿童(N = 20)也可以跨情境理解下级意义。研究结果根据当前的跨情境单词学习理论进行解释,并建议跟踪和用于跨情境比较的单词含义而不是参考范例集。
更新日期:2019-11-01
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