University of Arizona, Tucson, AZ 85721, USA.
Child Dev. 2012 Jan-Feb;83(1):236-50. doi: 10.1111/j.1467-8624.2011.01700.x. Epub 2011 Dec 19.
Young infants respond to positive and negative speech prosody (A. Fernald, 1993), yet 4-year-olds rely on lexical information when it conflicts with paralinguistic cues to approval or disapproval (M. Friend, 2003). This article explores this surprising phenomenon, testing one hundred eighteen 2- to 5-year-olds' use of isolated pitch cues to emotions in interactive tasks. Only 4- to 5-year-olds consistently interpreted exaggerated, stereotypically happy or sad pitch contours as evidence that a puppet had succeeded or failed to find his toy (Experiment 1) or was happy or sad (Experiments 2, 3). Two- and 3-year-olds exploited facial and body-language cues in the same task. The authors discuss the implications of this late-developing use of pitch cues to emotions, relating them to other functions of pitch.
幼儿对积极和消极的言语韵律有反应（A. 费尔南德，1993 年），但 4 岁的孩子在与赞成或反对的副语言线索冲突时，会依赖词汇信息（M. 弗瑞德，2003 年）。本文探讨了这一令人惊讶的现象，通过互动任务测试了 118 名 2 至 5 岁儿童对孤立音高线索的情绪的使用。只有 4 至 5 岁的儿童才能始终将夸张的、典型的快乐或悲伤的音高轮廓解释为木偶成功或失败地找到他的玩具（实验 1）或快乐或悲伤（实验 2、3）的证据。2 岁和 3 岁的儿童在相同的任务中利用面部和肢体语言线索。作者讨论了这种对情绪音高线索的后期发展的使用的意义，将其与音高的其他功能联系起来。
