幼儿期关系语言的发展:心形、序数和空间标签的理解与制作

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Cognitive Development Pub Date : 2024-02-02 DOI:10.1016/j.cogdev.2024.101421
Alycia M. Hund, Alexis R. Colwell
{"title":"幼儿期关系语言的发展:心形、序数和空间标签的理解与制作","authors":"Alycia M. Hund,&nbsp;Alexis R. Colwell","doi":"10.1016/j.cogdev.2024.101421","DOIUrl":null,"url":null,"abstract":"<div><p>The goal was to specify the developmental trajectory of cardinal, ordinal, and spatial relational language comprehension and production. One hundred sixty-four 3-, 4-, and 5-year-old English-speaking children viewed a row of toy cars and were asked to place the appropriate car(s) into a toy garage based on the label provided (Give Me) or to produce the correct label for the specified car(s) (Tell Me). Children were tested using cardinal (one, three, five), ordinal (first, third, fifth), and spatial (front, middle, back) labels. Language performance improved with age, especially for spatial labels. Language performance was more accurate for cardinal labels than for spatial and ordinal labels. Performance was quite accurate for cardinal labels regardless of condition, whereas comprehension was higher than production for spatial and ordinal labels.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The development of relational language during early childhood: Comprehension and production of cardinal, ordinal, and spatial labels\",\"authors\":\"Alycia M. Hund,&nbsp;Alexis R. Colwell\",\"doi\":\"10.1016/j.cogdev.2024.101421\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The goal was to specify the developmental trajectory of cardinal, ordinal, and spatial relational language comprehension and production. One hundred sixty-four 3-, 4-, and 5-year-old English-speaking children viewed a row of toy cars and were asked to place the appropriate car(s) into a toy garage based on the label provided (Give Me) or to produce the correct label for the specified car(s) (Tell Me). Children were tested using cardinal (one, three, five), ordinal (first, third, fifth), and spatial (front, middle, back) labels. Language performance improved with age, especially for spatial labels. Language performance was more accurate for cardinal labels than for spatial and ordinal labels. Performance was quite accurate for cardinal labels regardless of condition, whereas comprehension was higher than production for spatial and ordinal labels.</p></div>\",\"PeriodicalId\":51422,\"journal\":{\"name\":\"Cognitive Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-02-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0885201424000066\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000066","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

我们的目标是明确心形、序数和空间关系语言理解和制作的发展轨迹。164 名 3、4 和 5 岁讲英语的儿童观看了一排玩具车,并被要求根据提供的标签将相应的汽车放入玩具车库(Give Me)或为指定的汽车贴上正确的标签(Tell Me)。测试中,儿童使用的标签包括心形标签(一、三、五)、序数标签(一、三、五)和空间标签(前、中、后)。语言表达能力随着年龄的增长而提高,尤其是空间标签。与空间标签和顺序标签相比,单词标签的语言表达更为准确。无论在什么条件下,对单词标签的表现都相当准确,而对空间和顺序标签的理解能力则高于制作能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The development of relational language during early childhood: Comprehension and production of cardinal, ordinal, and spatial labels

The goal was to specify the developmental trajectory of cardinal, ordinal, and spatial relational language comprehension and production. One hundred sixty-four 3-, 4-, and 5-year-old English-speaking children viewed a row of toy cars and were asked to place the appropriate car(s) into a toy garage based on the label provided (Give Me) or to produce the correct label for the specified car(s) (Tell Me). Children were tested using cardinal (one, three, five), ordinal (first, third, fifth), and spatial (front, middle, back) labels. Language performance improved with age, especially for spatial labels. Language performance was more accurate for cardinal labels than for spatial and ordinal labels. Performance was quite accurate for cardinal labels regardless of condition, whereas comprehension was higher than production for spatial and ordinal labels.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
期刊最新文献
From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number Preschoolers prioritize humans over robots less than adults do: An eye-tracking study Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1