Literaturnachweis - Detailanzeige
| Autor/inn/en | Bion, Ricardo A. H.; Borovsky, Arielle; Fernald, Anne |
|---|---|
| Titel | Fast Mapping, Slow Learning: Disambiguation of Novel Word-Object Mappings in Relation to Vocabulary Learning at 18, 24, and 30 Months |
| Quelle | In: Cognition, 126 (2013) 1, S.39-53 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-0277 |
| DOI | 10.1016/j.cognition.2012.08.008 |
| Schlagwörter | Language Acquisition; Novels; Vocabulary Development; Infants; Toddlers; Cognitive Mapping; Novelty (Stimulus Dimension); Object Permanence; Retention (Psychology) |
| Abstract | When hearing a novel name, children tend to select a novel object rather than a familiar one, a bias known as disambiguation. Using online processing measures with 18-, 24-, and 30-month-olds, we investigate how the development of this bias relates to word learning. Children's proportion of looking time to a novel object after hearing a novel name related to their success in retention of the novel word, and also to their vocabulary size. However, skill in disambiguation and retention of novel words developed gradually: 18-month-olds did not show a reliable preference for the novel object after labeling; 24-month-olds reliably looked at a novel object on Disambiguation trials but showed no evidence of retention; and 30-month-olds succeeded on Disambiguation trials and showed only fragile evidence of retention. We conclude that the ability to find the referent of a novel word in ambiguous contexts is a skill that improves from 18 to 30 months of age. Word learning is characterized as an incremental process that is related to--but not dependent on--the emergence of disambiguation biases. (Contains 1 table and 6 figures.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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