Gangopadhyay Ishanti, Kaushanskaya Margarita
Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, 53706, USA.
Waisman Center, University of Wisconsin-Madison, Madison, WI, 53705 USA.
Cogn Dev. 2022 Oct-Dec;64. doi: 10.1016/j.cogdev.2022.101252. Epub 2022 Sep 26.
The present study examined the effect of speaker reliability on novel word learning in 4- and 5-year-old English-speaking monolingual (=25) and Spanish-English bilingual (=25) children, using an eye-tracking paradigm. Results revealed that children retained novel labels taught by both the reliable and the unreliable speaker. Yet, time-course analyses revealed that children showed faster word recognition in the reliable condition but demonstrated more persistent looks to target in the unreliable condition. This suggests that speaker reliability impacts the time-course of retrieval, but not the ultimate retention of novel words. No group differences were observed in children's overall accuracy of novel word learning, although monolingual and bilingual children did demonstrate subtle differences in the time-course of novel word recognition. Together, the findings suggest that while speaker cues shape the process by which children recognize newly-learned words, language experience has minimal influence on this process.
本研究采用眼动追踪范式，考察了说话者可靠性对4岁和5岁的英语单语儿童（n = 25）和西班牙-英语双语儿童（n = 25）学习新单词的影响。结果显示，儿童记住了可靠和不可靠说话者教授的新标签。然而，时程分析表明，儿童在可靠条件下单词识别速度更快，但在不可靠条件下对目标的注视持续时间更长。这表明说话者可靠性影响检索的时程，但不影响新单词的最终记忆。尽管单语和双语儿童在新单词识别的时程上确实表现出细微差异，但在儿童学习新单词的总体准确性方面未观察到组间差异。总之，研究结果表明，虽然说话者线索塑造了儿童识别新学单词的过程，但语言经验对这一过程的影响微乎其微。
