Axelsson Emma L, Horst Jessica S
University of New South Wales, Australia.
Acta Psychol (Amst). 2013 Oct;144(2):264-8. doi: 10.1016/j.actpsy.2013.07.002. Epub 2013 Aug 7.
Although vocabulary acquisition requires children learn names for multiple things, many investigations of word learning mechanisms teach children the name for only one of the objects presented. This is problematic because it is unclear whether children's performance reflects recall of the correct name-object association or simply selection of the only object that was singled out by being the only object named. Children introduced to one novel name may perform at ceiling as they are not required to discriminate on the basis of the name per se, and appear to rapidly learn words following minimal exposure to a single word. We introduced children to four novel objects. For half the children, only one of the objects was named and for the other children, all four objects were named. Only children introduced to one word reliably selected the target object at test. This demonstration highlights the over-simplicity of one-word learning paradigms and the need for a shift in word learning paradigms where more than one word is taught to ensure children disambiguate objects on the basis of their names rather than their degree of salience.
虽然词汇习得要求儿童学习多种事物的名称，但许多关于词汇学习机制的研究只教儿童所呈现物体中一个物体的名称。这是有问题的，因为不清楚儿童的表现是反映了对正确的名称 - 物体关联的记忆，还是仅仅是选择了唯一被命名的物体。被介绍一个新名称的儿童可能会表现出最高水平，因为他们不需要根据名称本身进行区分，并且在极少接触单个单词后似乎就能快速学习单词。我们向儿童介绍了四个新物体。对于一半的儿童，只给其中一个物体命名，而对于另一半儿童，四个物体都被命名。只有被介绍一个单词的儿童在测试中可靠地选择了目标物体。这一演示突出了单字学习范式的过度简单性，以及需要转变词汇学习范式，即教授多个单词以确保儿童根据物体的名称而非其显著程度来区分物体。
