Goodman J C, McDonough L, Brown N B
Department of Communication Science and Disorders, University of Missouri, Columbia 65211, USA.
Child Dev. 1998 Oct;69(5):1330-44.
Three studies assessed the ability of 2-year-olds to use semantic context to infer the meanings of novel nouns and to retain those meanings a day later. In the first experiment, 24 2-year-olds heard novel nouns in sentences that contained semantically constraining verbs (e.g., "Mommy feeds the ferret"). They chose from a set of four novel object pictures to indicate the referent. Children learned a majority of the novel words. However, they occasionally failed to choose the correct object even when they understood the verb. Experiment 2 examined whether this was due to an inability to identify some of the pictures of novel objects. Experiment 3 tested 24 2-year-olds' memory for the newly learned nouns following a 24 hr delay and found significant retention. Results are discussed in terms of learning mechanisms that facilitate vocabulary acquisition in young children.
三项研究评估了两岁幼儿利用语义语境推断新名词含义并在一天后记住这些含义的能力。在第一个实验中，24名两岁幼儿在包含语义限制动词的句子中听到了新名词（例如，“妈妈喂雪貂”）。他们从一组四张新物体图片中进行选择以指出所指对象。孩子们学会了大部分新单词。然而，即使他们理解了动词，他们偶尔也会选错物体。实验2研究了这是否是由于无法识别一些新物体的图片所致。实验3测试了24名两岁幼儿在24小时延迟后对新学名词的记忆，并发现了显著的记忆保持情况。研究结果从促进幼儿词汇习得的学习机制方面进行了讨论。
