Joint attention helps infants learn new words: event-related potential evidence

被引：49
|
作者：
Hirotani, Masako [1 ,2 ,3 ]
Stets, Manuela [1 ,4 ]
Striano, Tricia [1 ,4 ]
Friederici, Angela D. [1 ]
机构：
[1] Max Planck Inst Human Cognit & Brain Sci, D-04103 Leipzig, Germany
[2] Carleton Univ, Sch Linguist & Language Studies, Ottawa, ON K1S 5B6, Canada
[3] Carleton Univ, Inst Cognit Sci, Ottawa, ON K1S 5B6, Canada
[4] CUNY, Hunter Coll, New York, NY 10021 USA
来源：
NEUROREPORT | 2009年 / 20卷 / 06期
关键词：
development; event-related potentials; infants; joint attention; language acquisition; word learning; EARLY LANGUAGE-ACQUISITION; PICTURE CONTEXTS; BRAIN POTENTIALS; OBJECT RELATIONS; RECOGNITION; SPEECH;
D O I：
10.1097/WNR.0b013e32832a0a7c
中图分类号：
Q189 [神经科学];
学科分类号：
071006 ;
摘要：
This study investigated the role of joint attention in infants' word learning. Infants aged 18-21 months were taught new words in two social contexts, joint attention (eye contact, positive tone of voice) or non-joint attention (no eye contact neutral tone of voice). Event-related potentials were measured as the infants saw objects either congruent or incongruent with the taught words. For both social contexts, an early negativity was observed for the congruent condition, reflecting a phonological-lexical priming effect between objects and the taught words. In addition, for the joint attention, the incongruent condition elicited a late, widely distributed negativity, attributed to semantic integration difficulties. Thus, social cues have an impact on how words are learned and represented in a child's mental lexicon. NeuroReport 20:600-605 (C) 2009 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins.
引用
收藏
页码：600 / 605
页数：6
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