Diesendruck Gil, Markson Lori, Akhtar Nameera, Reudor Ayelet
Department of Psychology Bar-Ilan University, Israel.
Dev Sci. 2004 Feb;7(1):33-41. doi: 10.1111/j.1467-7687.2004.00320.x.
Seventy-two 2-year-olds participated in a study designed to test two competing accounts of the effect of contextual change on children's ability to learn a word for an object. The mechanistic account hypothesizes that any change in context that highlights a target object will lead to word learning; the social-pragmatic account maintains that a change in context must be perceived as relevant to the speaker's communicative intentions. Consistent with the latter account, we found that children learned the word when a change in context was intentional but not when it was accidental, and children failed to learn the word for the highlighted object when a speaker naive to the preceding context named the object.
72名两岁幼儿参与了一项研究，该研究旨在检验关于情境变化对儿童学习物体名称能力影响的两种相互竞争的解释。机械论解释假设，任何突出目标物体的情境变化都会导致词汇学习；社会语用学解释则认为，情境变化必须被视为与说话者的交际意图相关。与后一种解释一致，我们发现，当情境变化是有意的时候，儿童能够学习该单词，而当情境变化是偶然的时候则不能；并且，当对先前情境不知情的说话者为突出显示的物体命名时，儿童无法学习该物体的单词。
