Brandone Amanda C, Pence Khara L, Golinkoff Roberta Michnick, Hirsh-Pasek Kathy
Department of Psychology, University of Michigan, Ann Arbor 48109, USA.
Child Dev. 2007 Jul-Aug;78(4):1322-42. doi: 10.1111/j.1467-8624.2007.01068.x.
This paper explores how children use two possible solutions to the verb-mapping problem: attention to perceptually salient actions and attention to social and linguistic information (speaker cues). Twenty-two-month-olds attached a verb to one of two actions when perceptual cues (presence/absence of a result) coincided with speaker cues but not when these cues were placed into conflict (Experiment 1), and not when both possible referent actions were perceptually salient (Experiment 2). By 34 months, children were able to override perceptual cues to learn the name of an action that was not perceptually salient (Experiment 3). Results demonstrate an early reliance on perceptual information for verb mapping and an emerging tendency to weight speaker information more heavily over developmental time.
关注感知上显著的动作以及关注社会和语言信息（说话者线索）。当感知线索（结果的出现/不出现）与说话者线索一致时，22个月大的幼儿会将一个动词与两个动作中的一个联系起来，但当这些线索产生冲突时则不会（实验1），并且当两个可能的指称动作在感知上都很显著时也不会（实验2）。到34个月大时，儿童能够忽略感知线索，学习一个在感知上不显著的动作的名称（实验3）。结果表明，儿童在早期动词映射时依赖感知信息，并且随着发育时间的推移，越来越倾向于更重视说话者信息。
