跨情境词汇学习的联结学习与假设检验之争

doi:10.16187/j.cnki.issn1001-4918.2024.03.14

摘要/Abstract

摘要： 词汇学习是语言学习的基础,跨情境词汇学习又是词汇学习的主要形式。但是,跨情境词汇学习的学习机制还存在争论。目前,主要存在两种理论解释:一种是联结学习模型,认为学习者在每次学习中保留所有的词-物匹配假设,并对其进行保持和比较,最终根据共现频率选择联结最强的匹配假设;另外一种是假设检验模型,认为学习者只保留某词汇与某物体的一种匹配假设,并在之后的学习中不断验证。根据最新研究进展,该研究提出联结学习模型和假设检验模型的协同模型,尝试解决上述理论的分歧。未来研究需对跨情境词汇学习的协同模型进行系统验证。

关键词: 跨情境词汇学习, 语言学习, 学习机制, 联结学习, 假设检验

Abstract: Word learning is the foundation of language learning. Cross-situational word learning is a main form of word learning. However, the inner mechanism of cross-situational word learning is still under debate. Previous studies have proposed two competing theories on the cross-situational word learning: associative learning and hypothesis testing theories. Associative learning theory holds that learners memorize all word-referent associations and choose the most robust word-referent according to co-occurrence frequency. However, hypothesis testing theory holds that learners only memorize a single word-referent association and verify it across trials. To solve the previous debate, the present review proposes an integrated model of associative learning theory and hypothesis testing theory, which is based on cutting-edge research findings. Future studies should examine the integrated model systematically in cross-situational word learning.

Key words: cross-situational word learning, language learning, learning mechanism, associative learning, hypothesis testing

中图分类号:

B844

刘书云, 黄艳利, 石宇婧, 谢久书, 邓铸. 跨情境词汇学习的联结学习与假设检验之争[J]. 心理发展与教育, 2024, 40(3): 431-441.

LIU Shuyun, HUANG Yanli, SHI Yujing, XIE Jiushu, DENG Zhu. The Debate between Associative Learning and Hypothesis Testing in Cross-situational Word Learning[J]. Psychological Development and Education, 2024, 40(3): 431-441.

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