Roseberry Sarah, Hirsh-Pasek Kathy, Golinkoff Roberta M
University of Washington.
Temple University.
Child Dev. 2014 May-Jun;85(3):956-970. doi: 10.1111/cdev.12166. Epub 2013 Sep 23.
Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology.
语言学习发生在社会互动的背景下，但使社会互动对语言学习有用的机制仍不清楚。本研究聚焦于社会偶然性是否可能支持词汇学习。24至30个月大的幼儿（N = 36）在三种条件之一中接触新动词：现场互动训练、通过视频聊天进行的社会偶然性视频训练以及非偶然性视频训练（配对视频）。结果表明，儿童仅在社会偶然性互动（现场互动和视频聊天）中学习新动词。本研究强调了互动中的社会偶然性对语言学习的重要性，并作为第一项通过视频聊天技术研究词汇学习的研究，为有关通过屏幕媒体学习的文献提供了信息。
