Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN 47405, USA.
J Exp Child Psychol. 2013 Apr;114(4):489-509. doi: 10.1016/j.jecp.2012.11.005. Epub 2012 Dec 25.
Two studies investigated differences in the comprehension and production of words in 2-year-old children and adults. Study 1 compared children's speaking and understanding of the names of 12 novel objects presented over three weekly sessions. Study 2 tested adults' performance under similar training and testing conditions over two sessions. The findings indicated a comprehension advantage for both age groups. A fine-grained temporal analysis of individual words revealed that acquisition does not resemble a linear stage-wise progression from comprehension to production. Rather, dimensions of lexical knowledge develop at different rates, with words acquired, lost, and maintained over the course of learning. The findings support a dynamic and graded view of lexical processing and have implications for understanding what it means to know a word.
两项研究调查了 2 岁儿童和成年人在单词理解和产生方面的差异。研究 1 比较了儿童在三个每周会议上对 12 个新物体名称的说话和理解。研究 2 在两个会议上测试了成人在类似的培训和测试条件下的表现。研究结果表明两个年龄组都有理解优势。对单个单词的细粒度时间分析表明，习得过程并不像从理解到产生的线性阶段进展。相反，词汇知识的维度以不同的速度发展，在学习过程中，单词被习得、遗忘和保持。这些发现支持了词汇处理的动态和分级观点，并对理解“知道一个词”的含义具有启示意义。
