Wilkinson Krista M, Mazzitelli Kim
Emerson College, 120 Boylston St., Boston, MA 02116, USA.
J Child Lang. 2003 Feb;30(1):47-73. doi: 10.1017/s0305000902005469.
This paper explores 'fast mapping', one of several processes that have been proposed to be involved in the rapid vocabulary expansion observed in the preschool years. An adaptation of a receptive word matching task examined how well children retained a just-mapped relation between word and referent when some information was later missing. Thirty-nine children between the ages of 3;0 and 5;6 (mean age 4;3) were taught to select a black square if the correct match for a spoken label was not visible in an array of pictures presented on a computer screen. This procedure allowed children to respond even when they perceived that the correct referent was absent. In experimental sessions, children experienced a single exposure to a word-referent relation. Then, under one condition they heard the just-learned label but were not presented with the matching referent; instead, a completely novel referent was visible along with the black square. Under another condition, they were presented with a just-learned referent (and the balck square) but heard a completely new label. The question of interest was whether the children appreciated that an earlier-learned map precluded re-assigning a label to a new referent or re-assigning a referent with a second new label. If so, they should select the black square under both conditions. The majority of children (69%) resisted re-assigning a just-mapped label to a completely novel referent and selected the black square, even when the original referent was not in sight. However, fewer of these children resisted accepting a second label for a just-named referent (46%). Older children were significantly more likely to adhere to original maps than were younger children.
本文探讨了“快速映射”，这是被认为与学前阶段观察到的快速词汇扩展有关的几个过程之一。对一个接受性单词匹配任务进行了改编，以研究当一些信息后来缺失时，儿童能多好地保留单词与所指对象之间刚刚建立的映射关系。39名年龄在3岁0个月至5岁6个月（平均年龄4岁3个月）的儿童被教导，如果在电脑屏幕上呈现的一组图片中没有与口头标签匹配的正确图像，就选择一个黑色方块。即使孩子们认为正确的所指对象不存在，这个程序也能让他们做出反应。在实验环节中，孩子们只经历一次单词与所指对象关系的接触。然后，在一种条件下，他们听到刚刚学过的标签，但没有看到与之匹配的所指对象；相反，一个全新的所指对象和黑色方块是可见的。在另一种条件下，他们看到了刚刚学过的所指对象（以及黑色方块），但听到的是一个全新的标签。感兴趣的问题是，孩子们是否理解较早建立的映射关系会阻止将标签重新分配给新的所指对象，或者阻止用第二个新标签重新分配所指对象。如果是这样，他们在两种条件下都应该选择黑色方块。大多数孩子（69%）拒绝将刚刚建立映射的标签重新分配给一个全新的所指对象，并选择了黑色方块，即使原来的所指对象不在视线范围内。然而，这些孩子中较少有人拒绝接受为刚刚命名的所指对象赋予第二个标签（46%）。年龄较大的孩子比年龄较小的孩子更有可能坚持原来的映射关系。
