Abstract
Early word learning is always thought a difficult task as children has not mature mechanism to solve multiple encounters in real learning situations. Accordingly, research on efficient mechanism of word learning has been developed, addressing cross-situational word learning. Recent research has highlighted ability of cross-situational word learning among adults, as well as in early word learning among school-aged children and addressed the mechanism underlying cross-situational learning process by presenting that the process is affected by contextual diversity. The present study tests cross-situational word learning among preschoolers at the age of 5 and 6 by presenting a series of trials with ambiguity. Children can learn word-referent mappings by attending to co-occurrence regularity across situations. The present study then shows that with higher frequencies children strengthen more association, learning more word-referent mappings.
Key words: cross-situational learning; word learning; co-occurrence frequency; strength of association
Contents
Abstract
摘 要
1. Introduction-1
2. Literature Review-3
2.1 Development of Research on Cross-situational Word Learning-3
2.2 Two Important Studies to the Present Research-4
3. Experiment 1-5
3.1 Introduction-5
3.2 Method-5
3.2.1 Participants-5
3.2.2 Stimuli and Apparatus-5
3.2.3 Design-5
3.2.4 Procedure-6
3.3 Result and Discussion-7
4. Experiment 2-9
4.1 Introduction-9
4.2 Method-9
4.2.1 Participants-9
4.2.2 Stimuli and Apparatus-9
4.2.3 Design-9
4.2.4 Procedure-10
4.3 Results and Discussion-10
5. Experiment 3-12
5.1 Introduction-12
5.2 Method-12
5.2.1 Participants-12
5.2.2 Stimuli and Apparatus-12
5.2.3 Design-12
5.2.4 Procedure-12
5.3 Results and Discussion-13
6. General Discussion-15
7. Conclusion-17
References-18
