Department of Psychology, University of Chicago, 5848 S. University Ave., Chicago, IL 60637, USA.
Dev Sci. 2011 Jan;14(1):106-11. doi: 10.1111/j.1467-7687.2010.00965.x.
Across two experiments, preschool-aged children demonstrated selective learning of non-linguistic information from native-accented rather than foreign-accented speakers. In Experiment 1, children saw videos of a native- and a foreign-accented speaker of English who each spoke for 10 seconds, and then silently demonstrated different functions with novel objects. Children selectively endorsed the silent object function provided by the native-accented speaker. In Experiment 2, children again endorsed the native-accented over the foreign-accented speaker, even though both informants previously spoke only in nonsense speech. Thus, young children demonstrate selective trust in native-accented speakers even when neither informant's speech relays meaningful semantic content, and the information that both informants provide is non-linguistic. We propose that children orient towards members of their native community to guide their early cultural learning.
在两个实验中，学龄前儿童表现出对母语口音而非外语口音说话者的非语言信息的选择性学习。在实验 1 中，孩子们观看了一段英语母语口音和外语口音说话者的视频，每位说话者各说 10 秒钟，然后用新物体无声地演示不同的功能。孩子们有选择性地认可母语口音说话者提供的无声物体功能。在实验 2 中，即使两个信息源之前都只用无意义的言语说话，孩子们仍然更认可母语口音说话者而不是外语口音说话者。因此，即使两个信息源提供的信息都不是语言性的，并且都没有传达有意义的语义内容，年幼的孩子也会对母语口音说话者表现出选择性的信任。我们提出，儿童倾向于他们的母语社区成员来指导他们的早期文化学习。
