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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 |