Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC ACS Applied Electronic Materials Pub Date : 2024-06-01 DOI:10.1111/cdev.14120

Haley Weaver, Martin Zettersten, Jenny R. Saffran

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Abstract

How do infants become word meaning experts? This registered report investigated the structure of infants' early lexical representations by manipulating the typicality of exemplars from familiar animal categories. 14- to 18-month-old infants (N = 84; 51 female; M = 15.7 months; race/ethnicity: 64% White, 8% Asian, 2% Hispanic, 1% Black, and 23% multiple categories; participating 2022–2023) were tested on their ability to recognize typical and atypical category exemplars after hearing familiar basic-level category labels. Infants robustly recognized both typical (d = 0.79, 95% CI [0.54, 1.03]) and atypical (d = 0.70, 95% CI [0.46, 0.94]) exemplars, with no significant difference between typicality conditions (d = 0.14, 95% CI [−0.08, 0.35]). These results support a broad-to-narrow account of infants' early word meanings. Implications for the role of experience in the development of lexical knowledge are discussed.

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成为词义专家：婴儿在典型和非典型范例语境中处理熟悉词语的过程

婴儿如何成为词义专家？本注册报告通过操纵熟悉动物类别中范例的典型性，研究了婴儿早期词汇表征的结构。我们测试了 14 到 18 个月大的婴儿（N = 84；51 名女性；M = 15.7 个月；种族/族裔：64% 白人、8% 亚洲人、2% 西班牙裔人、1% 黑人和 23% 多种类别；参与人数 2022-2023 人）在听到熟悉的基本类别标签后识别典型和非典型类别示例的能力。婴儿能很好地识别典型（d = 0.79，95% CI [0.54，1.03]）和非典型（d = 0.70，95% CI [0.46，0.94]）范例，典型性条件之间没有显著差异（d = 0.14，95% CI [-0.08，0.35]）。这些结果支持对婴儿早期词义从宽泛到狭窄的解释。本文讨论了经验在词汇知识发展中的作用。

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