Hoover Jill R, Storkel Holly L, Hogan Tiffany P
Department of Speech & Hearing Sciences, Indiana University.
J Mem Lang. 2010 Jul 1;63(1):100-116. doi: 10.1016/j.jml.2010.02.003.
Two experiments examined the effects of phonotactic probability and neighborhood density on word learning by 3-, 4-, and 5-year-old children. Nonwords orthogonally varying in probability and density were taught with learning and retention measured via picture naming. Experiment 1 used a within-story probability/across-story density exposure context. Experiment 2 used an across-story probability/within-story density exposure context. Results showed that probability and density interacted to create optimal learning conditions. Specifically, rare/sparse sound sequences appeared to facilitate triggering of word learning. In contrast, the optimal convergence for lexical configuration and engagement was dependent on exposure context. In particular, common sound sequences and dense neighborhoods were optimal when density was manipulated across stories, whereas rare sound sequences and sparse neighborhoods were optimal when density was manipulated within a story. Taken together, children's phonological and lexical representations were hypothesized to be interdependent on one another resulting in a convergence of form characteristics for optimal word learning.
两项实验研究了音位概率和邻域密度对3岁、4岁和5岁儿童单词学习的影响。通过图片命名测量学习和记忆情况，教授在概率和密度上正交变化的非单词。实验1使用了故事内概率/故事间密度的呈现情境。实验2使用了故事间概率/故事内密度的呈现情境。结果表明，概率和密度相互作用，创造了最佳学习条件。具体而言，罕见/稀疏的语音序列似乎有助于触发单词学习。相比之下，词汇构型和参与度的最佳契合取决于呈现情境。特别是，当密度在故事间进行操纵时，常见语音序列和密集邻域是最佳的，而当密度在一个故事内进行操纵时，罕见语音序列和稀疏邻域是最佳的。综合来看，假设儿童的语音和词汇表征相互依赖，从而导致形式特征的契合以实现最佳单词学习。
