Hollich George, Golinkoff Roberta M, Hirsh-Pasek Kathy
Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907-2004, USA.
Dev Psychol. 2007 Sep;43(5):1051-61. doi: 10.1037/0012-1649.43.5.1051.
How do children learn associations between novel words and complex perceptual displays? Using a visual preference procedure, the authors tested 12- and 19-month-olds to see whether the infants would associate a novel word with a complex 2-part object or with either of that object's parts, both of which were potentially objects in their own right and 1 of which was highly salient to infants. At both ages, children's visual fixation times during test were greater to the entire complex object than to the salient part (Experiment 1) or to the less salient part (Experiment 2)--when the original label was requested. Looking times to the objects were equal if a new label was requested or if neutral audio was used during training (Experiment 3). Thus, from 12 months of age, infants associate words with whole objects, even those that could potentially be construed as 2 separate objects and even if 1 of the parts is salient.
儿童如何学习新单词与复杂感知显示之间的关联？作者采用视觉偏好程序对12个月和19个月大的婴儿进行测试，以观察婴儿是否会将一个新单词与一个由两部分组成的复杂物体或该物体的任何一个部分联系起来，这两个部分本身都可能是物体，且其中一个对婴儿具有高度显著性。在这两个年龄段，当要求使用原始标签时，测试期间儿童对整个复杂物体的视觉注视时间比对显著部分（实验1）或不太显著部分（实验2）的注视时间更长。如果要求使用新标签或在训练期间使用中性音频，对物体的注视时间则相等（实验3）。因此，从12个月大起，婴儿就会将单词与整个物体联系起来，即使这些物体可能被理解为两个单独的物体，即使其中一个部分很显著。
