School of Psychology, University of Sussex Brighton, UK.
Front Psychol. 2013 Apr 9;4:149. doi: 10.3389/fpsyg.2013.00149. eCollection 2013.
Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further examines the effect of contextual repetition on children's word learning in both shared storybook reading and other situations, including fast mapping by mutual exclusivity. The studies reviewed here suggest that the same cognitive mechanisms support word learning in a variety of situations. Both practical considerations for experimental design and directions for future research are discussed.
儿童通过各种情境学习单词，包括共享绘本阅读。霍斯特等人（2011a）的一项最新研究表明，如果儿童反复阅读相同的故事，他们会比阅读包含相同目标词汇的不同故事学到更多的新单词。本文回顾了这项研究，并进一步考察了语境重复对儿童在共享绘本阅读和其他情境（包括互斥性快速映射）中单词学习的影响。本文回顾的研究表明，相同的认知机制支持各种情境下的单词学习。本文讨论了实验设计的实际考虑因素和未来研究的方向。
