McGregor Karla K, Rohlfing Katharina J, Bean Allison, Marschner Ellen
The University of Iowa, Iowa City, IA 52242, USA.
J Child Lang. 2009 Sep;36(4):807-28. doi: 10.1017/S0305000908009173. Epub 2008 Oct 24.
ABSTRACTForty children, aged 1 ; 8-2 ; 0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under.
40名年龄在1岁8个月至2岁的儿童参与了三种训练条件中的一种，这些训练旨在增强他们对空间术语“under”的理解：“+手势组”在训练期间观看了表示“under”的象征性手势；“+照片组”观看了处于“under”关系中的物体的静态照片；“仅模型组”没有接受补充性的象征性支持。在训练前、训练后立即以及训练后两到三天对儿童对“under”的理解进行了测量。在延迟后测（而非即时后测）时，当比较各组在未训练材料（而非训练材料）上的进步时，发现了手势优势。有手势的输入促进了对“under”含义更稳固的理解，这种理解与情境熟悉度的关联较小，且更易于巩固。有手势的输入可能降低了认知负荷，同时强调了与“under”含义相关的位置和动作。
