The Center for Perceptual Systems, The University of Texas at Austin; Department of Psychology, The University of Texas at Austin.
The Center for Perceptual Systems, The University of Texas at Austin; Department of Psychology, The University of Texas at Austin.
Adv Child Dev Behav. 2024;66:55-79. doi: 10.1016/bs.acdb.2024.04.002. Epub 2024 Jun 1.
Infants' interactions with social partners are richly multimodal. Dyads respond to and coordinate their visual attention, gestures, vocalizations, speech, manual actions, and manipulations of objects. Although infants are typically described as active learners, previous experimental research has often focused on how infants learn from stimuli that is well-crafted by researchers. Recent research studying naturalistic, free-flowing interactions has explored the meaningful patterns in dyadic behavior that relate to language learning. Infants' manual engagement and exploration of objects supports their visual attention, creates salient and diverse views of objects, and elicits labeling utterances from parents. In this chapter, we discuss how the cascade of behaviors created by infant multimodal attention plays a fundamental role in shaping their learning environment, supporting real-time word learning and predicting later vocabulary size. We draw from recent at-home and cross-cultural research to test the validity of our mechanistic pathway and discuss why hands matter so much for learning. Our goal is to convey the critical need for developmental scientists to study natural behavior and move beyond our "tried-and-true" paradigms, like screen-based tasks. By studying natural behavior, the role of infants' hands in early language learning was revealed-though it was a behavior that was often uncoded, undiscussed, or not even allowed in decades of previous research. When we study infants in their natural environment, they can show us how they learn about and explore their world. Word learning is hands-on.
婴儿与社会伙伴的互动是丰富多彩的多模式互动。对子通过视觉注意、手势、发声、言语、手动动作和物体操作来相互响应和协调。尽管婴儿通常被描述为主动学习者，但之前的实验研究通常侧重于婴儿如何从研究人员精心设计的刺激中学习。最近研究自然、自由流动互动的研究探索了与语言学习相关的对子行为中的有意义模式。婴儿对手动参与和探索物体的行为支持了他们的视觉注意力，为物体创造了明显而多样的视角，并引起了父母的标签话语。在这一章中，我们讨论了婴儿多模式注意力产生的行为级联如何在塑造他们的学习环境中发挥基本作用，支持实时单词学习并预测以后的词汇量。我们借鉴了最近的家庭和跨文化研究来测试我们的机制途径的有效性，并讨论为什么手对学习如此重要。我们的目标是传达发展科学家研究自然行为的迫切需要，并超越我们的“久经考验”的范式，如基于屏幕的任务。通过研究自然行为，揭示了婴儿手在早期语言学习中的作用——尽管在之前几十年的研究中，这种行为常常没有被编码、讨论或甚至不被允许。当我们在自然环境中研究婴儿时，他们可以向我们展示他们如何了解和探索他们的世界。学习单词是亲力亲为的。
