Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA.
J Exp Child Psychol. 2011 Feb;108(2):394-401. doi: 10.1016/j.jecp.2010.09.011. Epub 2010 Nov 11.
In this study, 2.5-, 3-, and 4-year-olds (N=108) participated in a novel noun generalization task in which background context was manipulated. During the learning phase of each trial, children were presented with exemplars in one or multiple background contexts. At the test, children were asked to generalize to a novel exemplar in either the same or a different context. The 2.5-year-olds' performance was supported by matching contexts; otherwise, children in this age group demonstrated context dependent generalization. The 3-year-olds' performance was also supported by matching contexts; however, children in this age group were aided by training in multiple contexts as well. Finally, the 4-year-olds demonstrated high performance in all conditions. The results are discussed in terms of the relationship between word learning and memory processes; both general memory development and memory developments specific to word learning (e.g., retention of linguistic labels) are likely to support word learning and generalization.
在这项研究中，2.5 岁、3 岁和 4 岁的儿童（N=108）参与了一项新的名词泛化任务，其中背景语境是可以被操纵的。在每个试验的学习阶段，儿童会在一个或多个背景语境中看到范例。在测试中，儿童被要求在相同或不同的语境中对一个新的范例进行泛化。2.5 岁儿童的表现得到了匹配语境的支持；否则，这个年龄段的儿童表现出语境依赖的泛化。3 岁儿童的表现也得到了匹配语境的支持；然而，这个年龄段的儿童也得益于在多个语境中的训练。最后，4 岁儿童在所有条件下都表现出了较高的表现。这些结果是根据词汇学习和记忆过程之间的关系讨论的；一般的记忆发展和特定于词汇学习的记忆发展（例如，语言标签的保留）都可能支持词汇学习和泛化。
