Kalénine Solène, Ott Laurent, Casalis Séverine
Université Lille, CNRS, UMR 9193 - SCALab - Sciences Cognitives et Sciences Affectives, F - 59000, Lille, France.
Mem Cognit. 2025 Mar 17. doi: 10.3758/s13421-025-01701-4.
This study aimed to evaluate the impact of static gesture cues on word learning and integration. Following embodied theories of language, gesture-enhanced images displaying the object-use gesture should favor learning and integration of object nouns. Sixty-two adult French speakers learned low-familiarity French nouns of manipulable objects (e.g., "étrille" - currycomb) with gesture-enhanced or neutral images during a short learning session. Immediately after, word recognition (lexical decision) and word production (Picture-Word Interference, PWI) tasks were used to evaluate the impact of image type on word learning and lexical integration, respectively. In the PWI, participants had to name a picture of a familiar object (e.g. "brosse" - brush) while ignoring a written distractor word. Words learned with gesture-enhanced or neutral images were used as distractors. Depending on the condition, they could be semantically related ("étrille" - currycomb) or unrelated ("burin" - chisel) to the target object to name. A control condition with unrelated distractor words not involved in learning ("salière" - salt shaker) was also added. Naming latencies in presence of related distractors, compared to unrelated distractors, indicated whether learned lexical representations engaged in competition during production. Lexical decision results did not show any influence of the image condition used during learning on word recognition. Critically, however, PWI results demonstrated that words trained with gesture-enhanced pictures entailed semantic interference effects during naming. Words trained with neutral pictures did not induce semantic interference. Findings highlight the relevance of gesture cues for lexico-semantic integration of object nouns and suggest considering the role of contextual images in vocabulary acquisition.
本研究旨在评估静态手势线索对单词学习与整合的影响。根据语言的具身理论，展示物体使用手势的手势增强图像应有助于物体名词的学习与整合。62名成年法语使用者在短时间学习过程中，通过手势增强图像或中性图像学习可操作物体的低熟悉度法语名词（例如，“étrille”——马梳）。之后，立即使用单词识别（词汇判断）和单词生成（图片-单词干扰任务，PWI）任务，分别评估图像类型对单词学习和词汇整合的影响。在PWI任务中，参与者必须说出一个熟悉物体的图片（例如，“brosse”——刷子）的名称，同时忽略一个书面干扰词。用手势增强图像或中性图像学习的单词用作干扰词。根据条件，它们可能与目标物体在语义上相关（“étrille”——马梳）或不相关（“burin”——凿子）。还添加了一个使用与学习无关的干扰词（“salière”——盐瓶）的对照条件。与不相关干扰词相比，在存在相关干扰词时的命名潜伏期表明所学词汇表征在生成过程中是否参与竞争。词汇判断结果未显示学习过程中使用的图像条件对单词识别有任何影响。然而，至关重要的是，PWI结果表明，用手势增强图片训练的单词在命名过程中会产生语义干扰效应。用中性图片训练的单词不会引发语义干扰。研究结果突出了手势线索对物体名词词汇-语义整合的相关性，并建议考虑上下文图像在词汇习得中的作用。
