Suanda Sumarga H, Smith Linda B, Yu Chen
a Department of Psychological and Brain Sciences , Indiana University , Bloomington , Indiana.
Dev Neuropsychol. 2016 Jul-Dec;41(5-8):324-341. doi: 10.1080/87565641.2016.1256403. Epub 2017 Jan 27.
Toddlers learn object names in sensory rich contexts. Many argue that this multisensory experience facilitates learning. Here, we examine how toddlers' multisensory experience is linked to another aspect of their experience associated with better learning: the temporally extended nature of verbal discourse. We observed parent-toddler dyads as they played with, and as parents talked about, a set of objects. Analyses revealed links between the multisensory and extended nature of speech, highlighting inter-connections and redundancies in the environment. We discuss the implications of these results for our understanding of early discourse, multisensory communication, and how the learning environment shapes language development.
幼儿在充满感官体验的情境中学习物体名称。许多人认为这种多感官体验有助于学习。在此，我们研究幼儿的多感官体验如何与他们与更好学习相关的另一体验方面相联系：言语话语在时间上的延伸特性。我们观察了亲子二元组玩耍以及父母谈论一组物体的过程。分析揭示了言语的多感官特性与延伸特性之间的联系，突显了环境中的相互联系和冗余。我们讨论了这些结果对于我们理解早期话语、多感官交流以及学习环境如何塑造语言发展的意义。
