Baldwin D A
Stanford University.
Child Dev. 1991 Oct;62(5):875-90.
This research examines whether infants actively contribute to the achievement of joint reference. One possibility is that infants tend to link a a label with whichever object they are focused on when they hear the label. If so, infants would make a mapping error when an adult labels a different object than the one occupying their focus. Alternatively, infants may be able to use a speaker's nonverbal cues (e.g., line of regard) to interpret the reference of novel labels. This ability would allow infants to avoid errors when adult labels conflict with infants' focus. 64 16-19-month-olds were taught new labels for novel toys in 2 situations. In follow-in labeling, the experimenter looked at and labeled a toy at which infants were already looking. In discrepant labeling, the experimenter looked at and labeled a different toy than the one occupying infants' focus. Infants' responses to subsequent comprehension questions revealed that they (a) successfully learned the labels introduced during follow-in labeling, and (b) displayed no tendency to make mapping errors after discrepant labeling. Thus infants of only 16 to 19 months understand that a speaker's nonverbal cues are relevant to the reference of object labels; they already can contribute to the social coordination involved in achieving joint reference.
本研究探讨婴儿是否积极促成共同指称的达成。一种可能性是，婴儿倾向于将听到的标签与他们所关注的任何物体联系起来。如果是这样，当成人标记的物体与他们所关注的物体不同时，婴儿就会出现映射错误。或者，婴儿可能能够利用说话者的非语言线索（如视线方向）来解释新标签的指称。这种能力将使婴儿在成人的标签与婴儿的关注点冲突时避免出错。64名16至19个月大的婴儿在两种情境中学习新玩具的新标签。在跟进标记中，实验者看着并标记婴儿已经在看的玩具。在不一致标记中，实验者看着并标记一个与占据婴儿关注点的玩具不同的玩具。婴儿对后续理解问题的反应表明，他们（a）成功学会了跟进标记中引入的标签，并且（b）在不一致标记后没有出现映射错误的倾向。因此，只有16至19个月大的婴儿明白说话者的非语言线索与物体标签的指称有关；他们已经能够促成实现共同指称所涉及的社会协调。
