Department of Psychology, University of Wisconsin-Madison Madison, WI, USA.
Front Psychol. 2013 Apr 1;4:151. doi: 10.3389/fpsyg.2013.00151. eCollection 2013.
In order to successfully acquire a new word, young children must learn the correct associations between labels and their referents. For decades, word-learning researchers have explored how young children are able to form these associations. However, in addition to learning label-referent mappings, children must also remember them. Despite the importance of memory processes in forming a stable lexicon, there has been little integration of early memory research into the study of early word learning. After discussing what we know about how young children remember words over time, this paper reviews the infant memory development literature as it relates to early word learning, focusing on changes in retention duration, encoding, consolidation, and retrieval across the first 2 years of life. A third section applies this review to word learning and presents future directions, arguing that the integration of memory processes into the study of word learning will provide researchers with novel, useful insights into how young children acquire new words.
为了成功习得一个新词，幼儿必须学会将标签与其指涉物之间的正确联系。几十年来，词汇学习研究人员一直在探索幼儿是如何形成这些联系的。然而，除了学习标签-指涉物的映射，儿童还必须记住它们。尽管记忆过程在形成稳定词汇方面非常重要，但早期记忆研究在早期词汇学习中的融合度还比较低。在讨论了我们对儿童随时间记忆单词的了解之后，本文回顾了婴儿记忆发展文献，因为它与早期词汇学习有关，重点关注了在生命的头 2 年中保留时间、编码、巩固和检索的变化。第三部分将这一回顾应用于词汇学习，并提出了未来的方向，认为将记忆过程纳入词汇学习的研究将为研究人员提供新颖而有用的见解，了解幼儿如何习得新词。
