The temporal structure of naming events differentially affects children's and adults' cross-situational word learning

被引:12
|
作者
Benitez, Viridiana L. [1 ]
Zettersten, Martin [2 ]
Wojcik, Erica [3 ]
机构
[1] Arizona State Univ, Dept Psychol, Tempe, AZ 85287 USA
[2] Univ Wisconsin, Madison, WI 53706 USA
[3] Skidmore Coll, Dept Psychol, Saratoga Springs, NY 12866 USA
基金
美国国家科学基金会;
关键词
Cross-situational learning; Statistical learning; Word learning; Children; Adults; Language development; RETRIEVAL DYNAMICS; REPETITION; DISCOURSE; LANGUAGE; MEMORY; MODEL;
D O I
10.1016/j.jecp.2020.104961
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
To acquire novel words, learners often need to integrate information about word meanings across ambiguous learning events distributed in time. How does the temporal structure of those word learning events affect what learners encode? How do the effects of temporal structure differ in children and adults? In the current experiments, we asked how 4- to 7-year-old children's (N = 110) and adults' (N = 90) performance on a cross-situational word learning task is influenced by the temporal distribution of learning events. We tested participants in three training conditions, manipulating the number of trials that separated naming events for specific objects. In the Unstructured condition, the temporal distribution was varied; in the Massed condition, naming events occurred with few interleaved trials; and in the Interleaved condition, naming events occurred with many interleaved trials. Adults showed substantially larger benefits from the Massed condition than children, whereas children were equally successful at learning in the Massed and Interleaved conditions. These results provide evidence that adults differ from children in how they exploit temporal structure during cross-situational word learning. (C) 2020 Elsevier Inc. All rights reserved.
引用
收藏
页数:18
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