他人知识状态觉知对幼儿名词学习的影响

摘要/Abstract

摘要： 本研究采用两个实验考察了他人知识状态觉知对不同语言能力幼儿名词习得的影响。参加实验的被试是来自上海市三所幼儿园的89名3～4岁幼儿。实验一发现,高语言能力幼儿在确定和不确定两种实验条件下的名词习得有显著差异,确定条件下的得分高于不确定条件。一般语言能力幼儿未表现出上述区别;实验二进一步发现高语言能力幼儿能忽视表面的语气线索所表达的迟疑,影响他们词语学习的是对他人知识状态的深层觉知。

关键词: 心理理论, 知识状态, 语言能力, 名词习得

Abstract: The two experiments addressed whether 89 monolingual Chinese-speaking children with different language ability between 3 and 4 years old will consider speaker s knowledge states when establishing initial word-referent links.The result of experiment Ⅰ indicated that children with high language ability showed better word learning when the speaker was knowledgeable.Children with normal language ability,however,showed no difference in word learning in both conditions.In experiment Ⅱ,the speaker expressed hesitancy in both conditions.The finding further confirmed the results of the experiment Ⅰ.These findings suggested that theory-of-mind developments drives word learning.

Key words: theory of mind, knowledge state, language ability, word learning

中图分类号:

B844.1

张旭, 王庭照, 方俊明. 他人知识状态觉知对幼儿名词学习的影响[J]. 心理发展与教育, 2005, 21(1): 15-20.

ZHANG Xu, WANG Ting-zhao, FANG Jun-ming. The Influence of the Understanding of Speakers’ Knowledge State on Young Children's Word Learning[J]. Psychological Development and Education, 2005, 21(1): 15-20.

参考文献

[1] Laaks M L,Poikkeus A M,Katajamaki J,Lyytinen P.Early intentional communication as a predictor of language development in young toddlers.First Language,1999,19,207-231.
[2] Baldwin D A.Infants' contribution to the achievement of joint reference.Child Development,1991,62,875-890.
[3] Tomasello M,Barton,M.Learning words in non-ostensive contexts.Developmental Psychology,1994,30,639-650.
[4] Bartsch K,Wellman H M.Children talk about the mind New York:Oxford University Press.
[5] Moore C,Pure K.Children's Understanding of model expression of speaker certainty and uncertainty and its relation to the development of a representational theory of mind.Child Development,1990,61,722-730.
[6] Markman E M.Constraints children place on word meanings,Cognitive Science,1990,14,55-77.
[7] Sabbagh M A,Baldwin D A.Learning words from knowledgeable versus ignorant speakers:links between preschoolers'theory of mind and semantic development.Child Development,2001,72(4),1054-1070.
[8] Keil F.Concepts,kind,and cognitive development.Cambridge,MA:The MIT Press.1989.
[9] Bloom P,Markson L.Intention and analogy in children' s naming of pictorial representations.Psychological Science,1998,9,200-204.
[10] 李宇明.《儿童语言的发展》.武汉:华中师范大学出版社,1995.
[11] Astington J W,Jenkins J M.A longitudinal study of the relation between language and theory-of-mind development.Developmental Psychology,1999,35(5):1311-1320.
[12] Ruffman T,Perner J,Naito M,Parkin L.Clements W.A..Older (but not younger) siblings facilitate false belief understanding.Developmental Psychology,1998,34,161-174.
[13] Goldman A I.Interpretation psychologized.Mind and Language,1989,4,161-185.
[14] Gordon R M.Folk psychology as simulation.Mind and Language,1986,1,58-71.
[15] Tardif T,Wellman H W.Acquisition of mental state language in mandarin-and Cantonese-speaking children.Developmental Psychology,2000,36(1),25-43.
[16] Moore C,Davidge J.The development of mental terms:pragmatics or semantics? Journal of Child Language,1989,16,633-641.
[17] Birch S A,Bloom P.Preschoolers are sensitive to the speaker's knowledge when learning proper names.Child development,2002,73(2),434-444.

相关文章 15

[1]	刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为：心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[2]	严益霞, 刘颜蓥, 丁芳. 心理理论与社会互动方式对初中生社会善念发展的影响[J]. 心理发展与教育, 2022, 38(4): 485-494.
[3]	葛国宏. 成人依恋与心理理论的关系:认知融合与经验性回避的中介作用[J]. 心理发展与教育, 2022, 38(2): 223-235.
[4]	占淑玮, 杨宁, 赵必华. 留守学前儿童接受性语言能力与社会退缩的关系:有调节的中介模型[J]. 心理发展与教育, 2021, 37(6): 834-844.
[5]	肖雪, 刘璐, 刘丽莎, 徐良苑, 张旭然, 李燕芳. 内群体偏爱与儿童基于贡献的分配公平性:心理理论的调节作用[J]. 心理发展与教育, 2021, 37(4): 498-507.
[6]	王笑楠, 郝洋, 苏彦捷. 竞争和合作对学龄前儿童分配模式的影响:心理理论和抑制控制的作用[J]. 心理发展与教育, 2019, 35(4): 385-392.
[7]	回懿, 周雪莲, 李宜逊, 德秀齐, 李虹, 刘翔平. 小学低年级汉语儿童语言能力的发展轨迹:认知能力的预测作用[J]. 心理发展与教育, 2018, 34(1): 73-79.
[8]	苏彦捷, 于晶. 执行功能与心理理论关系的元分析: 抑制控制和灵活转换的作用[J]. 心理发展与教育, 2015, 31(1): 51-61.
[9]	徐芬, 郭筱琳, 张佳. 3~4岁幼儿谎言概念理解的特点及心理理论、父母教养方式的作用[J]. 心理发展与教育, 2013, 29(5): 449-456.
[10]	童薇, 阳泽, 张霞. 幼儿心理理论与时序记忆的关系——来自时序记忆分离的证据[J]. 心理发展与教育, 2012, 28(3): 248-254.
[11]	刘岩, 杨丽珠, 邓晨曦. 幼儿预见能力的发展及与抑制控制、心理理论的关系[J]. 心理发展与教育, 2012, 28(1): 1-8.
[12]	陈丽君, 郑雪. 大学生问题发现过程的问题行为图研究[J]. 心理发展与教育, 2011, 27(1): 35-43.
[13]	刘娟, 李红. 5～8岁儿童二级信念-愿望推理能力的发展[J]. 心理发展与教育, 2010, 26(3): 233-238.
[14]	刘娟, 李红. 5～8岁儿童二级信念-愿望推理能力的发展[J]. 心理发展与教育, 2010, 26(3): 233-238.
[15]	刘娟, 李红. 5～8岁儿童二级信念-愿望推理能力的发展[J]. 心理发展与教育, 2010, 26(3): 233-238.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed