Houston-Price Carmel, Plunkett Kim, Duffy Hester
School of Psychology, University of Reading, Reading RG6 6AL, UK.
J Exp Child Psychol. 2006 Sep;95(1):27-55. doi: 10.1016/j.jecp.2006.03.006. Epub 2006 May 4.
This article explores young infants' ability to learn new words in situations providing tightly controlled social and salience cues to their reference. Four experiments investigated whether, given two potential referents, 15-month-olds would attach novel labels to (a) an image toward which a digital recording of a face turned and gazed, (b) a moving image versus a stationary image, (c) a moving image toward which the face gazed, and (d) a gazed-on image versus a moving image. Infants successfully used the recorded gaze cue to form new word-referent associations and also showed learning in the salience condition. However, their behavior in the salience condition and in the experiments that followed suggests that, rather than basing their judgments of the words' reference on the mere presence or absence of the referent's motion, infants were strongly biased to attend to the consistency with which potential referents moved when a word was heard.
本文探讨了幼儿在为其所指提供严格控制的社会和显著性线索的情境中学习新单词的能力。四项实验研究了在有两个潜在指称对象的情况下，15个月大的婴儿是否会将新标签贴在以下对象上：(a) 一张脸的数字记录转向并注视的图像；(b) 动态图像与静态图像；(c) 脸注视的动态图像；(d) 被注视的图像与动态图像。婴儿成功地利用记录的注视线索形成了新的单词-指称关联，并且在显著性条件下也表现出学习能力。然而，他们在显著性条件下以及后续实验中的行为表明，婴儿并非仅仅根据指称对象的运动是否存在来判断单词的指称，而是在听到单词时，强烈倾向于关注潜在指称对象运动的一致性。
