象似性手势对3~4岁儿童汉语动作动词记忆和泛化的影响

doi:10.16187/j.cnki.issn1001-4918.2026.02.01

摘要/Abstract

摘要： 通过动词记忆测试任务和改进后的动词泛化测试任务两个实验考察了象似性手势对3~4岁儿童汉语动作动词记忆与泛化的影响。结果发现:自主产生象似性手势和接受象似性手势能够同等作用地显著促进3~4岁儿童动作动词的记忆;互动手势不会提高动词记忆表现。象似性手势能够促进3~4岁儿童动作动词的泛化,且促进效果具有延时性。象似性手势能够通过突出动作动词的关键特征增强儿童的词汇记忆,以一种示意性的方式传达词汇信息,帮助儿童识别动词的核心动作,促进儿童对动词核心知识的掌握和相关动词类知识的推导。研究提示家长和幼教工作者应充分发挥象似性手势的积极作用,促进儿童对动词上位概念的整合和下位知识的推导,提高儿童动词学习的效率和灵活性。

关键词: 象似性手势, 3~4岁儿童, 动词记忆, 动词泛化

Abstract: The effects of iconic gestures on the memory and generalization of Chinese action verbs in 3~4-year-old children were examined through two experimental tasks: A verb memory test and an improved verb generalization test. [JP3]The results showed that self-produced iconic gestures and observing others’ iconic gestures significantly enhanced the memory of Chinese action verbs in 3~4-year-old children to an equal extent; However, interactive gestures did not improve verb memory performance. Iconic gestures also facilitated the generalization of Chinese action verbs in this age group, and this facilitative effect was delayed. Iconic gestures can enhance children's vocabulary memory by highlighting key features of action verbs, and conveying lexical information in a representational manner. This helps children recognize the core actions denoted by verbs, thereby promoting their understanding of essential verb knowledge and enabling the inference of related verb information. The study suggests that parents and early childhood educators should leverage the positive effects of iconic gestures to facilitate children’s integration of higher-level verb concepts and derivation of subordinate verb knowledge. This approach can enhance the efficiency and flexibility of children’s verb learning.

Key words: iconic gesture, 3~4-year-old children, verb memory, verb generalization

中图分类号:

B844

张攀, 杨娟, 王小英. 象似性手势对3~4岁儿童汉语动作动词记忆和泛化的影响[J]. 心理发展与教育, 2026, 42(2): 153-161.

ZHANG Pan, YANG Juan, WANG Xiaoying. The Effects of Iconic Gestures on Memory and Generalization of Chinese Action Verbs in 3~4-year-old Children[J]. Psychological Development and Education, 2026, 42(2): 153-161.

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