Creel Sarah C
Department of Cognitive Science, La Jolla, California, USA.
Child Dev. 2025 Jan-Feb;96(1):87-103. doi: 10.1111/cdev.14157. Epub 2024 Aug 21.
How does one assess developmental change when the measures themselves change with development? Most developmental studies of word learning use either looking (infants) or pointing (preschoolers and older). With little empirical evidence of the relationship between the two measures, developmental change is difficult to assess. This paper analyzes 914 pointing, looking children (451 female, varied ethnicities, 2.5-6.5 years, dates: 2009-2019) in 36 word- or sound-learning experiments with two-alternative test trials. Looking proportions and pointing accuracy correlated strongly (r = .7). Counter to the "looks first" hypothesis, looks were not sensitive to incipient knowledge that pointing missed: when pointing is at chance, looking proportions are also. Results suggest one possible path forward for assessing continuous developmental change. Methodological best practices are discussed.
当测量方法本身随着发展而变化时，人们如何评估发展变化呢？大多数关于词汇学习的发展研究要么使用注视（针对婴儿），要么使用指物（针对学龄前儿童及更大年龄的儿童）。由于几乎没有关于这两种测量方法之间关系的实证证据，发展变化很难评估。本文分析了在36个涉及单词或声音学习的双选项测试试验中914名注视、指物儿童（451名女性，种族多样，年龄在2.5至6.5岁之间，时间：2009年至2019年）的情况。注视比例和指物准确性之间存在很强的相关性（r = 0.7）。与“先注视”假设相反，注视对指物未捕捉到的初始知识不敏感：当指物是随机的时，注视比例也是如此。结果表明了评估持续发展变化的一条可能途径。文中还讨论了方法学上的最佳实践。
