Department of Psychology, Emory University, Atlanta, GA 30322, USA.
Cogn Sci. 2012 Apr;36(3):545-59. doi: 10.1111/j.1551-6709.2011.01218.x. Epub 2012 Jan 18.
Recent research has demonstrated that word learners can determine word-referent mappings by tracking co-occurrences across multiple ambiguous naming events. The current study addresses the mechanisms underlying this capacity to learn words cross-situationally. This replication and extension of Yu and Smith (2007) investigates the factors influencing both successful cross-situational word learning and mis-mappings. Item analysis and error patterns revealed that the co-occurrence structure of the learning environment as well as the context of the testing environment jointly affected learning across observations. Learners also adopted an exclusion strategy, which contributed conjointly with statistical tracking to performance. Implications for our understanding of the processes underlying cross-situational word learning are discussed.
最近的研究表明，单词学习者可以通过在多个歧义命名事件中跟踪共现来确定单词与所指之间的映射关系。本研究探讨了这种跨情境学习单词的能力的潜在机制。这是对 Yu 和 Smith（2007）的研究的复制和扩展，该研究调查了影响跨情境单词学习和错误映射的因素。项目分析和错误模式表明，学习环境的共现结构以及测试环境的上下文共同影响了观察之间的学习。学习者还采用了排除策略，该策略与统计跟踪共同对表现产生影响。讨论了对我们理解跨情境单词学习背后过程的影响。
