Goldfield B A, Reznick J S
Child Development Department, Connecticut College, New London 06320.
J Child Lang. 1990 Feb;17(1):171-83. doi: 10.1017/s0305000900013167.
The transition from slow to rapid word-learning was examined in a longitudinal study of 18 children. Beginning at age 1.2, mothers kept a diary of children's words. Diary entries were discussed during phone calls to the home every 2 1/2 weeks. A chronological record of nouns and other word classes was coded from the diary records. Thirteen children evidenced a prolonged period of up to three months during which rate of acquisition markedly increased. Almost three-quarters of the words learned during this period were nouns. Five children evidenced more gradual word-learning, and acquired a balance of nouns and other word classes. These results suggest that the terms 'vocabulary spurt' and 'naming explosion' best describe children who focus their early linguistic efforts on a single strategy: learning names for things. Other children may attempt to encode a broad range of experience with a more varied lexicon, a strategy that results in more gradual lexical growth.
在一项针对18名儿童的纵向研究中，对从缓慢的单词学习向快速的单词学习的转变进行了考察。从1.2岁开始，母亲们记录孩子的词汇日记。每隔两周半通过电话与家庭讨论日记内容。根据日记记录对名词和其他词类进行了按时间顺序的编码。13名儿童表现出长达三个月的较长时期，在此期间习得率显著提高。在此期间学到的单词中，近四分之三是名词。5名儿童表现出更渐进的单词学习，名词和其他词类的习得较为均衡。这些结果表明，“词汇激增”和“命名爆发”这两个术语最能描述那些将早期语言学习努力集中在单一策略上的儿童：为事物学习名称。其他儿童可能会尝试用更丰富多样的词汇对广泛的经验进行编码，这种策略会导致词汇增长更为渐进。
