Dixon Wallace E, Salley Brenda J, Clements Andrea D
Department of Psychology, East Tennessee State University, 100 CR Drive, P.O. Box 70649, Johnson City, TN 37614, United States.
Infant Behav Dev. 2006 Jul;29(3):342-57. doi: 10.1016/j.infbeh.2006.01.002. Epub 2006 Feb 8.
The word- and nonword-learning abilities of toddlers were tested under various conditions of environmental distraction, and evaluated with respect to children's temperamental attentional focus. Thirty-nine children and their mothers visited the lab at child age 21-months, where children were exposed to fast-mapping word-learning trials and nonlinguistic sequential learning trials. It was found that both word- and nonword-learning were adversely affected by the presentation of environmental distractions. But it was also found that the effect of the distractions sometimes depended on children's level of attentional focus. Specifically, children high in attentional focus were less affected by environmental distractions than children low in attentional focus when attempting to learn from a model, whereas children low in attentional focus demonstrated little learning from the model. Translationally, these results may be of use to child health-care providers investigating possible sources of cognitive and language delay.
在各种环境干扰条件下测试了幼儿的单词学习和非单词学习能力，并根据儿童的气质性注意力焦点进行了评估。39名儿童及其母亲在孩子21个月大时到实验室，在那里孩子们接受了快速映射单词学习试验和非语言序列学习试验。研究发现，环境干扰的呈现对单词学习和非单词学习都有不利影响。但也发现，干扰的影响有时取决于儿童的注意力焦点水平。具体而言，在尝试从示范中学习时，注意力焦点高的儿童比注意力焦点低的儿童受环境干扰的影响更小，而注意力焦点低的儿童从示范中学到的东西很少。从翻译角度来看，这些结果可能对调查认知和语言发育迟缓可能原因的儿童保健提供者有用。
