To hear and to hold: Maternal naming and infant object exploration

Lucas Chang, K. D. Barbaro, G. Deák
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引用次数: 1

Abstract

To acquire language, infants must associate the language they hear with concurrent nonlinguistic experiences - the word-world mapping problem. Caregivers help structure the infant's environment by monitoring infants' attention and producing speech at informative times. In particular, children's learning of object names depends on their sensory experiences at times when objects are named. At 18 months, children's learning of novel words is predicted by the size of the object in their visual field when it is named [1]. However, there is not a direct relationship between infant's attention to objects in the world and speech produced by caregivers. Infant's multimodal experiences unfold in interactions with caregivers where both partners' behavior, including vocalizations, gaze, and manual activity, dynamically structure the visual and auditory scene [2,3].
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听和抱:母亲的命名和婴儿的对象探索
为了习得语言,婴儿必须将他们听到的语言与同时发生的非语言经验联系起来——这就是单词-世界映射问题。照顾者通过监控婴儿的注意力和在信息时间说话来帮助构建婴儿的环境。特别是,儿童对物体名称的学习取决于他们在物体命名时的感官体验。在18个月时,儿童对新单词的学习可以通过物体命名时在其视野中的大小来预测[1]。然而,婴儿对世界上物体的注意力与照顾者的言语之间并没有直接的关系。婴儿的多模态体验在与照顾者的互动中展开,其中双方的行为,包括发声、凝视和手动活动,动态地构建了视觉和听觉场景[2,3]。
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