【作者】 张利萍； 徐琴美；

【Author】 Zhang Liping;Xu Qinmei;Department of Psychology and Behavioral Science,Zhejiang University;College of Education ,Zhejiang University;

【机构】 浙江大学心理与行为科学系； 浙江大学教育学院学习与认知科学研究中心；

【摘要】 跨情境词汇学习即学习者通过模糊统计多个情境中词汇和指代物的联结信息来进行词汇学习,是解决词汇指代物联结模糊性的重要机制。本研究探讨词汇指代物联结强度对婴儿词汇学习的影响。实验一被试:18个20个月婴儿实验设计:(1)学习4对词语-指代物:在每个试次中,先呈现左右两张图片,再呈现第一个词语音频,500ms后呈现第二个词语音频;(2)学习阶段:共12个试次,每个词语会与目标指代物同时模糊出现6次,每个词语与其余3个分心指代物分别同时出现2次;(3)测试阶段:先呈现两张图片(目标指代物和分心物),3367ms后呈现目标词语,每个词语测试两次;(4)命名效应:比较测试阶段命名前婴儿对两张图片的注视时间和命名后对两张图片的注视时间之差,判断是否出现命名效应。结果:20个月婴儿在新异词汇和目标指代物模糊联结6次,和分心指代物模糊联结2次,分心干扰概率为2/6的条件下没有出现命名效应。实验二被试:17个20个月婴儿实验设计:学习5对词汇-指代物,其他条件和实验一一致,新异词汇和目标指代物模糊联结8次,和分心指代物模糊联结2次,分心干扰概率为2/8。结果:20个月婴儿在该任务条件下出现命名效应。实验三被试:15个16个月婴儿实验设计:与实验二实验条件一样结果:16个月婴儿在该任务条件下没有出现命名效应。结论:(1)20个月婴儿在跨情境词汇学习范式中需要一定的词汇情境多样性和联结强度才能进行词汇学习。(2)在相同学习条件下,16个月的婴儿的跨情境词汇学习无法成功。(3)在相同学习条件下,20个月婴儿的跨情境词汇学习能力比16个月的要强,跨情境词汇学习能力可能会随着年龄增长而发展。跨情境词汇学习中,词汇情境多样性和联结强度可能是影响词汇学习效果的重要因素,而学习数量增加可能可以增加前后情境多样性,降低分心物的干扰概率而不会阻碍学习。更多还原

【Abstract】 Cross-situational word learning means that learners conduct word learning by accruing statistical evidence across multiple and individually ambiguous word-scene pairings,which is an important mechanism to solve the ambiguity of word-references. This study explores the impact of word-referential strength on word learning of infants.Experiment 1 Participants: eighteen 20-month-olds Experimental design:(1) Learn four pairs of word-reference: in each trial, the first two pictures are presented first, then the first word audio is presented, and the second word audio is presented after 500 ms;(2) Training phase::here are 12 trials in which each word appears blurred six times with the target reference and each word appears two times with the other three distracted reference respectively.(3)Testing phase,: two pictures(target reference and distractor) were presented first, then the target words were presented after 3367 ms, and each word was tested twice.(4) Naming effect: Comparing the gaze time of two pictures before naming and the gaze time of two pictures after naming at the test phase to determine whether there is naming effect. Result: For 20-month-old infants, there was no naming effect under the condition that the probability of distracted interference was 2/6 and the new words and target reference were fuzzily connected 6 times and the distracted word were fuzzily connected 2 times. Experiment 2 Participants: seventeen 20-month-olds Experimental design: Learn 5 pairs of word reference, other conditions and experiments are the same as those in experiment 1, word and target reference are fuzzily connected 8 times, and centralized reference is fuzzily connected 2 times, the probability of distraction interference is 2/8. Result: The naming effect was observed in 20-month-old infants under this task condition. Experiment 3 Participants: fifteen 16-month-olds Experimental design:The experimental conditions are the same as those in experiment 2. Result: There was no naming effect in 16-month-old infants under this task condition. Conclusion:(1) 20-month-old infants need a certain variety of word contexts and a certain degree of association to learn word in the cross-context wordy learning paradigm.(2) Under the same learning conditions, the 16-month-old infant’s cross-situational word learning is unsuccessful.(3) Under the same learning conditions, 20-month-old infants’ cross-situational vocabulary learning ability is stronger than 16-month-old infants, and cross-situational vocabulary learning ability may develop with age. In cross-situational word learning, the diversity of word situations and the intensity of association may be important factors affecting the effect of word learning, while the increase in the number of learning may increase the diversity of situations, and reduce the probability of distraction without hindering learning.更多还原