Jubenville Kathleen, Sénéchal Monique, Malette Melissa
Department of Psychology, Carleton University, Ottawa, Ontario K1S 0W4, Canada.
Department of Psychology, Carleton University, Ottawa, Ontario K1S 0W4, Canada.
J Exp Child Psychol. 2014 Oct;126:245-63. doi: 10.1016/j.jecp.2014.05.002. Epub 2014 Jun 17.
Two studies were conducted to assess whether (a) the incidental presence of print facilitates the acquisition of oral vocabulary, (b) the facilitative effect of print is moderated by phoneme-to-grapheme consistency, and (c) the findings obtained with monolingual children generalize to bilingual children. In total, 71 monolingual French-speaking children (M age = 9 years 2 months) in Study 1 and 64 bilingual children (M age = 9 years 3 months) in Study 2 participated in one of three conditions: consistent print, inconsistent print, or no print. Children were to learn novel labels for unfamiliar objects in a paired-associate paradigm. In both studies, print facilitated the acquisition and recall of expressive vocabulary. The effect of print consistency, however, varied across studies. As expected, monolingual children exposed to consistent print learned more novel labels than children exposed to inconsistent print. In contrast, bilingual children exposed to inconsistent print learned and recalled more labels than children exposed to consistent print. These intriguing findings might be due to differences in attention allocation during training.
开展了两项研究，以评估：(a) 印刷品的附带呈现是否有助于口头词汇的习得；(b) 印刷品的促进作用是否受音素到字素一致性的调节；(c) 单语儿童的研究结果是否适用于双语儿童。研究1共有71名单语法语儿童（平均年龄 = 9岁2个月），研究2共有64名双语儿童（平均年龄 = 9岁3个月），他们分别参与了三种条件之一：一致印刷品、不一致印刷品或无印刷品。儿童要在配对联想范式中学习不熟悉物体的新标签。在两项研究中，印刷品都促进了表达性词汇的习得和回忆。然而，印刷品一致性的影响在不同研究中有所不同。正如预期的那样，接触一致印刷品的单语儿童比接触不一致印刷品的儿童学到了更多新标签。相比之下，接触不一致印刷品的双语儿童比接触一致印刷品的儿童学到并回忆起了更多标签。这些有趣的发现可能是由于训练期间注意力分配的差异。
