Samuelson Larissa K, McMurray Bob
School of Psychology, University of East Anglia, Norwich, UK.
DeLTA Center, University of Iowa, Iowa City, IA, USA.
Wiley Interdiscip Rev Cogn Sci. 2017 Jan;8(1-2). doi: 10.1002/wcs.1421. Epub 2016 Dec 1.
Vocabulary learning is deceptively hard, but toddlers often make it look easy. Prior theories proposed that children's rapid acquisition of words is based on language-specific knowledge and constraints. In contrast, more recent work converges on the view that word learning proceeds via domain-general processes that are tuned to richly structured-not impoverished-input. We argue that new theoretical insights, coupled with methodological tools, have pushed the field toward an appreciation of simple, content-free processes working together as a system to support the acquisition of words. We illustrate this by considering three central phenomena of early language development: referential ambiguity, fast-mapping, and the vocabulary spurt. WIREs Cogn Sci 2017, 8:e1421. doi: 10.1002/wcs.1421 For further resources related to this article, please visit the WIREs website.
词汇学习看似困难，实则不然，但幼儿常常能轻松做到。先前的理论认为，儿童快速习得词汇是基于特定语言的知识和限制。相比之下，最近的研究趋向于认为，词汇学习是通过通用领域的过程进行的，这些过程适应于结构丰富而非匮乏的输入。我们认为，新的理论见解与方法工具相结合，推动该领域认识到简单、无内容的过程作为一个系统共同发挥作用，以支持词汇的习得。我们通过考虑早期语言发展的三个核心现象来阐述这一点：指称歧义、快速映射和词汇爆发。《认知科学前沿》2017年，8:e1421。doi:10.1002/wcs.1421 有关本文的更多资源，请访问《认知科学前沿》网站。
