Weatherhead Drew, Arredondo Maria M, Nácar Garcia Loreto, Werker Janet F
Department of Psychology and Neuroscience, Dalhousie University, Halifax, NS B3H 4R2, Canada.
Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX 78705, USA.
Brain Sci. 2021 Jan 16;11(1):114. doi: 10.3390/brainsci11010114.
Three experiments examined the role of audiovisual speech on 24-month-old monolingual and bilinguals' performance in a fast-mapping task. In all three experiments, toddlers were exposed to familiar trials which tested their knowledge of known word-referent pairs, disambiguation trials in which novel word-referent pairs were indirectly learned, and retention trials which probed their recognition of the newly-learned word-referent pairs. In Experiment 1 ( = 48), lip movements were present during familiar and disambiguation trials, but not retention trials. In Experiment 2 ( = 48), lip movements were present during all three trial types. In Experiment 3 (bilinguals only, = 24), a still face with no lip movements was present in all three trial types. While toddlers succeeded in the familiar and disambiguation trials of every experiment, success in the retention trials was only found in Experiment 2. This work suggests that the extra-linguistic support provided by lip movements improved the learning and recognition of the novel words.
三项实验研究了视听语音对24个月大的单语和双语儿童在快速映射任务中的表现所起的作用。在所有三项实验中，幼儿都要经历熟悉性试验（测试他们对已知单词-指代对象对的了解）、消歧试验（间接学习新的单词-指代对象对）和记忆试验（探究他们对新学单词-指代对象对的识别）。在实验1（n = 48）中，熟悉性试验和消歧试验期间有嘴唇动作，但记忆试验期间没有。在实验2（n = 48）中，三种试验类型期间都有嘴唇动作。在实验3（仅双语儿童，n = 24）中，三种试验类型期间都呈现一张没有嘴唇动作的静止面孔。虽然幼儿在每个实验的熟悉性试验和消歧试验中都取得了成功，但仅在实验2中发现了记忆试验的成功。这项研究表明，嘴唇动作提供的非语言支持提高了新单词的学习和识别。
