Gogate L J, Bahrick L E
Department of Educational Studies, University of Delaware, Newark 19716, USA.
J Exp Child Psychol. 1998 May;69(2):133-49. doi: 10.1006/jecp.1998.2438.
This study investigated 7-month-old infants' ability to relate vowel sounds with objects when intersensory redundancy was present versus absent. Infants (N = 48) were habituated to two alternating video-films of vowel-object pairs in one of three conditions. In the moving-synchronous condition, where redundancy was present, the movement of one object was temporally coordinated with the spoken vowel /a/ and that of the other with /i/, simulating showing and naming the objects to the infant. In the still and in the moving-asynchronous conditions, where redundancy was absent, infants saw static objects, and objects moving out of synchrony with the vowel sounds, respectively. The results indicated that infants detected a mismatch in the vowel-object pairs in the moving-synchronous condition but not in the still or the moving-asynchronous condition. These findings demonstrate that temporal synchrony between vocalizations and the motions of an object facilitates learning of arbitrary speech-object relations, an important precursor to the development of lexical comprehension in infancy.
本研究调查了7个月大婴儿在存在或不存在跨感官冗余的情况下，将元音声音与物体联系起来的能力。48名婴儿在三种条件之一中，习惯了两个交替出现的元音-物体对的视频影片。在存在冗余的移动同步条件下，一个物体的运动在时间上与 spoken 元音/a/协调，另一个与/i/协调，模拟向婴儿展示和命名物体。在不存在冗余的静止和移动异步条件下，婴儿分别看到静止的物体和与元音声音不同步移动的物体。结果表明，婴儿在移动同步条件下检测到元音-物体对中的不匹配，但在静止或移动异步条件下未检测到。这些发现表明，发声与物体运动之间的时间同步促进了任意语音-物体关系的学习，这是婴儿词汇理解发展的一个重要前提。
