Foran Lori G, Beverly Brenda L, Shelley-Tremblay John, Estis Julie M
University of South Alabama, Mobile, AL, USA.
J Child Lang. 2022 Apr 7:1-23. doi: 10.1017/S0305000922000149.
Forty-eight toddlers participated in a word-learning task to assess gesture input on mapping nonce words to unfamiliar objects. Receptive fast mapping and expressive naming for target object-word pairs were tested in three conditions - with a point, with a shape gesture, and in a no-gesture, word-only condition. No statistically significant effect of gesture for receptive fast-mapping was found but age was a factor. Two year olds outperformed one year olds for both measures. Only one girl in the one-year-old group correctly named any items. There was a significant interaction between gesture and gender for expressive naming. Two-year-old girls were six times more likely than two-year-old boys to correctly name items given point and shape gestures; whereas, boys named more items taught with the word only than with a point or shape gesture. The role of gesture input remains unclear, particularly for children under two years and for toddler boys.
48名幼儿参与了一项单词学习任务，以评估手势输入对将生造词映射到不熟悉物体上的作用。在三种条件下测试了目标物体-单词对的接受性快速映射和表达性命名，分别是：使用一个指点动作、使用一个形状手势，以及在无手势、仅单词的条件下。未发现手势对接受性快速映射有统计学上的显著影响，但年龄是一个因素。在这两项指标上，两岁幼儿的表现均优于一岁幼儿。一岁组中只有一名女孩能正确说出任何物品的名称。在表达性命名方面，手势和性别之间存在显著的交互作用。在给出指点动作和形状手势的情况下，两岁女孩正确说出物品名称的可能性是两岁男孩的六倍；而男孩通过仅用单词教学所记住的物品比通过指点动作或形状手势教学记住的更多。手势输入的作用仍不明确，尤其是对于两岁以下的儿童和学步期男孩。
