Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA.
Child Dev. 2024 May-Jun;95(3):962-971. doi: 10.1111/cdev.14046. Epub 2023 Nov 29.
During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty-six 21- to 24-month-olds (92% White, 22 female, data collected 8/21-4/22) learned novel words for novel objects presented using an apparatus that mimicked a shape-sorter toy. The manipulation concerned whether or not the physical features of the environments in which objects occurred heightened the contrasts between the objects. Toddlers only learned labels for objects presented in environments where the apparatus heightened the contrast between the objects (b = .068). These results emphasize the importance of investigating word learning in physical environments that more closely approximate young children's everyday experiences with objects.
在单词学习的过程中，幼儿会在特定的环境中接触到标签和物体。当物理环境为不同标签的物体创造对比时，幼儿是否更容易学习单词？36 名 21 至 24 个月大的幼儿（92%为白人，22 名女性，数据收集于 2021 年 8 月至 2022 年 4 月）使用模仿形状分类玩具的装置学习新物体的新单词。该操作涉及到物体出现的环境的物理特征是否增强了物体之间的对比。只有在装置增强了物体之间对比的环境中，幼儿才会学习物体的标签（b =.068）。这些结果强调了在更接近幼儿日常物体体验的物理环境中研究单词学习的重要性。
