Gangopadhyay Ishanti, Kaushanskaya Margarita
Indiana University-Bloomington, USA.
University of Wisconsin-Madison, USA.
Biling (Camb Engl). 2021 Mar;24(2):333-343. doi: 10.1017/s1366728920000565. Epub 2020 Oct 23.
The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while labeling it (consistent) and when the speaker looked at the object only the first time (inconsistent). During teaching, bilingual children differentiated between the target object (that matched the label) and non-target object (that did not match the label) earlier than the monolingual children on trials without eye-gaze information. However, during testing, monolingual children showed more robust retention of novel words than bilingual children in both conditions. Findings suggest that bilingualism shapes children's attention to eye-gaze during word learning, but that, ultimately, there is no bilingual advantage for utilizing this cue in the service of word retention.
本研究考察了说话者的目光注视对4至5岁单语儿童（N = 23）和双语儿童（N = 24）学习新单词的影响。当说话者在标注物体时两次都看向该物体（一致情况）以及说话者仅在第一次看向该物体（不一致情况）时，向儿童教授新单词。在教学过程中，在没有目光注视信息的试验中，双语儿童比单语儿童更早地区分目标物体（与标签匹配）和非目标物体（与标签不匹配）。然而，在测试过程中，在两种情况下，单语儿童对新单词的记忆都比双语儿童更牢固。研究结果表明，双语会影响儿童在单词学习过程中对目光注视的注意力，但最终，在利用这一线索来帮助记忆单词方面，双语儿童并没有优势。
