Au T K, Laframboise D E
Department of Psychology, Brown University, Providence, RI 02912.
Child Dev. 1990 Dec;61(6):1808-23.
Linguistic contrast of the form "It's not X; it's Y" is often used by adults to correct children's naming errors. The present studies examined whether such linguistic contrast could help preschoolers learn a novel color name. In Experiment 1, a novel color term was contrasted only once with 1 or 2 familiar color names. Contrasting a new color term with children's own label for the stimulus color helped 5-year-olds learn the new term, but contrasting the new term with randomly chosen familiar color terms did not. For 4-year-olds, neither kind of contrast helped much. Experiments 2 and 3 showed that when the contrastive information was presented more than once, even 3- and 4-year-olds performed much like the 5-year-olds in Experiment 1. Together, these findings suggest that contrasting a new term with a child's own term facilitates the acquisition of the new term, perhaps because it gives the child specific information about how two terms are related in meaning.
成人经常使用 “不是X，是Y” 这种语言对比形式来纠正儿童的命名错误。本研究探讨了这种语言对比是否有助于学龄前儿童学习新的颜色名称。在实验1中，一个新的颜色术语仅与1个或2个熟悉的颜色名称对比一次。将新颜色术语与儿童对刺激颜色的自己的标签进行对比，有助于5岁儿童学习新术语，但将新术语与随机选择的熟悉颜色术语进行对比则没有效果。对于4岁儿童来说，这两种对比都没有太大帮助。实验2和实验3表明，当对比信息呈现不止一次时，即使是3岁和4岁的儿童，表现也很像实验1中的5岁儿童。这些研究结果共同表明，将新术语与儿童自己的术语进行对比有助于新术语的习得，这可能是因为它为儿童提供了关于两个术语在意义上如何相关的具体信息。
