Princeton University.
Harvard University.
Child Dev. 2020 Jan;91(1):e29-e41. doi: 10.1111/cdev.13189. Epub 2018 Dec 5.
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words.
当涉及到物体时，成年人会以特定的方式组织单词、句子和手势，从而影响儿童的学习。在这里，为了理解参照连续性如何影响单词学习，一位成年人使用同一物体的参照簇或不连续参照每个物体的方式，向 4 岁儿童（N=120）教授新单词。在三个实验中，成年人使用标签和其他物体参照的组合，提供信息丰富的话语（例如，这是小的和绿色的）、中性话语（例如，这真的很棒）或没有言语话语。相对于提供特定物体的聚类参照，将言语参照从一个物体切换到另一个物体会干扰学习，这表明话语的不连续性会阻碍儿童对新单词的编码。
