Booth Amy E, Waxman Sandra R
Roxelyn and Richard Pepper Department of Communication Sciences & Disorders, Northwestern University, Evanston, IL 60208-3540, USA.
Dev Sci. 2008 Mar;11(2):185-94. doi: 10.1111/j.1467-7687.2007.00664.x.
In this paper we consider the perceptual and conceptual contributions that shape early word learning, using research on the shape bias as a case in point. In our view, conceptual, linguistic, social-pragmatic, and perceptual sources of information influence one another powerfully and continuously in the service of word learning throughout infancy and early childhood. We articulate several key points of convergence and divergence between our theoretical perspective and that of the attentional learning account. Finally, we consider the broader implications of this debate for clarifying the forces that constrain development.
在本文中，我们以形状偏好研究为例，探讨塑造早期词汇学习的感知和概念贡献。我们认为，概念、语言、社会语用和感知信息源在婴儿期和幼儿期的整个词汇学习过程中，为服务于词汇学习而有力且持续地相互影响。我们阐述了我们的理论视角与注意力学习理论之间的几个关键异同点。最后，我们思考这场辩论对于阐明制约发展的因素的更广泛意义。
