Learning in context: Linguistic and attentional constraints on children's color term learning

Catherine G. O'Hanlon, Debi Roberson*

*Awdur cyfatebol y gwaith hwn

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

33 Dyfyniadau (Scopus)

Crynodeb

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new secondary color terms by corrective, semantic, or referential linguistic contrast. Corrective contrast produced more rapid and more extensive learning than did either semantic or referential contrast, supporting the hypothesis that targeted linguistic feedback facilitates learning. Experiment 2 replicated and extended the first experiment with Italian children and found cross-cultural differences in the amount learned about colors named differently in the two languages. In Experiment 3, some of the children were introduced to the new terms within a context of enhanced perceptual salience. These children learned as fast and performed as accurately as those given corrective linguistic feedback in Experiment 1.

Iaith wreiddiolSaesneg
Tudalennau (o-i)275-300
Nifer y tudalennau26
CyfnodolynJournal of Experimental Child Psychology
Cyfrol94
Rhif cyhoeddi4
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - Awst 2006

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