Learning to learn words: Tests of a four-step process

学习单词：四步过程的测试

• 批准号: 7413438
• 负责人: LARISSA K SAMUELSON
• 金额: $ 15.37万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2010-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7413438
• 关键词: 2 year old; Acceleration; Accounting; Address; Age; Age-Months; Area; Attention; Categories; Child; Color; Data; Development; Developmental Delay Disorders; Educational process of instructing; Exposure to; Foundations; Hearing; Infant; Intervention; Knowledge; Laboratories; Language; Language Development; Lead; Learning; Link; Maps; Names; Numbers; Process; Range; Research; Shapes; Solid; Structure; Testing; Time; Toddler; Vocabulary; Vocabulary Test; base; design; infancy; model development; novel; research study; size

DESCRIPTION (provided by applicant): Learning word meanings in a first language should be a difficult task. The number and range of possible meanings to be learned is immense and, by some arguments, indeterminate from the typical information provided to young children. Despite these challenges, between 18- and 30-months-of-age the typical child's productive vocabulary increases tenfold. Many of the new words children learn at this age are nouns. Previous research suggests that the task of learning new nouns is made easier by biases or constraints that direct children's attention to the correct features of objects for name learning. Despite considerable empirical support for these word learning biases, however, little is known about their origins or the mechanisms by which they are implemented. This is the focus of the present proposal. The present study will test and augment a processed-based developmental account of how perceptual word learning biases develop. Specifically, the empirical studies proposed here are based on the proposal that the bias to attend shape young children demonstrate when learning names for novel solid objects is the developmental product of the early noun vocabulary. Thirteen studies will test specific predictions concerning the relation between young children's vocabularies, category knowledge, and the development of word learning biases. In so doing these studies will further our understanding of the mechanisms that support young children's smart word learning abilities. The present research has potential implications for developmental delays in language learning and specifically for children who evidence delays in learning words. Previous research in this area suggests that children given intensive exposure to sets of words designed to create a precocious word learning bias not only develop an early bias but show acceleration in their subsequent acquisition of new words outside the laboratory. This suggests the possibility of interventions to help children with delays in word learning. Before such interventions can be developed, however, much more needs to be known about the basic processes that support the development of word learning biases. Thus, the present research is designed to lay the foundation for the application of what is known about the development of word learning biases to children with delays in word learning.

描述（申请人提供）：以母语学习单词含义应该是一项艰巨的任务。要学习的可能含义的数量和范围是巨大的，并且通过某些论点不确定提供给幼儿的典型信息。尽管有这些挑战，但在18至30个月之间，典型的孩子的生产词汇量增加了十倍。孩子们在这个年龄中学到的许多新词都是名词。先前的研究表明，学习新名词的任务通过将儿童注意的偏见或约束来更加容易，这些偏见或限制因素将注意力转移到名称学习的对象的正确特征上。尽管对这些单词学习偏见有很大的经验支持，但是对它们的起源或实施机制知之甚少。这是本提议的重点。本研究将测试和增强基于处理的发展叙述，以了解感知单词学习偏见的发展。具体而言，此处提出的经验研究是基于这样的提议，即出席造型儿童的偏见在学习新颖的固体对象的名称时证明是早期名词词汇的发展产物。 13项研究将测试有关幼儿词汇，类别知识和单词学习偏见的发展之间关系的特定预测。在进行这些研究中，将进一步了解支持幼儿智能单词学习能力的机制。本研究对语言学习的发展延迟具有潜在的影响，特别是对学习单词延迟的儿童。该领域的先前研究表明，旨在创造早熟的单词学习偏见的一组单词的孩子不仅会发展出早期的偏见，而且在随后在实验室以外的新单词中获得了加速。这表明有可能采取干预措施来帮助单词学习延迟的儿童。但是，在制定这种干预措施之前，需要了解支持单词学习偏见的基本过程。因此，本研究旨在为应用 关于单词学习偏见对单词学习延迟的儿童的发展。