Breaking the Word Learning Barrier A change in developmental 突破单词学习障碍的发展变化.pptVIP

Breaking the Word Learning Barrier:How children learn their first words Kathy Hirsh-Pasek Roberta Golinkoff Beth Hennon Mandy Maguire Outline I. The Word Learning Problem II. Three Theories of Lexical Acquisition III. The Emergentist Coalition Model IV. Evidence for the Theory V. Conclusions Part I The Word Learning Problem Introduction to Word Learning At twelve months, David utters his first word. In just seven or eight months, he will be learning up to nine new words a day and will have over 50 words in his productive vocabulary. Two questions 1. How do infants break the word barrier at ~ 12 months? 2. What accounts for the changing character of word learning that appears at ~ 19 months? Breaking the Word Barrier ? Segment words from the constant flow of speech (Jusczyk, Cutler, others). ? Find coherent objects, actions, and events in their environment (Spelke, Baillargeon, others). ? Map the words to those objects and events in a symbolic way (Markman, Clark, Waxman, Tomesello, others). Quinean Conundrum “Gavagai!” Part II. Three theories of Word Learning Constraints/Principles Views Assumption: Takes Quine seriously. Child has a major induction problem. Child as biased word learner. Data: Children entertain limited hypothesis for a words meaning. Markmans Mutual Exclusivity Clarks Conventionality Golinkoff, Mervis, Hirsh-Pasek’s N3C Constraints/Principles Views “If we grant learners some domain-specific principles, we provide them with a way to define the range of relevant inputs, the ones that support learning about that domain. Because principles embody constraints on the kinds of input that can be processed as data that are relevant to that domain, they therefore can direct attention to those aspects of the environment that need to be selected and attended to (p. 130)” Gelman Greeno (1989) Diagram of lexical principles framework Associative Views Assumption:Quine is irrelevant. Word learning deve