Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA.
Department of Psychology, Princeton University, Princeton, New Jersey, USA.
Child Dev. 2024 Mar-Apr;95(2):497-514. doi: 10.1111/cdev.14008. Epub 2023 Sep 20.
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., "red") or difficult (e.g., "mauve") to name. Adults (d = 1.06) and-to a lesser extent-children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.
本研究检验了这样一个假设，即言语标签通过提供简洁的假设来支持类别归纳。97 名 4 至 6 岁的儿童（M=63.2 个月；46 名女性，51 名男性；77%为白人，8%为多种族，4%为亚洲人，3%为黑人；2018 年测试）和 90 名成年人（M=20.1 岁；70 名女性，20 名男性）在美国中西部学习具有易命名特征（如“红色”）或难命名特征（如“淡紫色”）的新类别。成年人（d=1.06），并且在一定程度上——儿童（d=0.57；最后一个训练块）更好地学习了由更多可命名特征组成的类别。儿童对难命名颜色词的了解程度预测了他们对具有难命名特征的类别的学习情况。基于规则的类别学习可能得到新兴的形成言语假设的能力的支持。
