English- and Chinese-learning infants map novel labels to objects and actions differently

Datos Bibliográficos

ID9789366
AutoresCheri C Y Chan (University of Michigan, autor de correspondencia), Twila Tardif (0000-0001-8739-9090, University of Michigan), Jie Chen (0000-0002-9254-4413, University of Michigan), Rachel B Pulverman, Rachel Pulverman (0000-0002-0465-797X, University of Michigan), Liqi Zhu (0000-0001-6004-9672, Chinese Academy of Sciences), Xiangzhi Meng (0000-0003-1265-2332, Peking University)
Año2011
Volumen47
Número5
Páginas1459-1471
Fecha de publicación2011-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/a0024049
PMID21744954
OpenAlexW2030941439
IdiomaEN
Citas recibidas10
Referencias citadas26

Research based on naturalistic and checklist methods has revealed differences between English and Chinese monolingual children in their trajectories of learning nouns and verbs. However, studies based on controlled laboratory designs (e.g., Imai et al., 2008) have yielded a more mixed picture. Guided by a multidimensional view of word learning (in which different mechanisms are weighted and recruited to different extents over development), we examined English- and Mandarin-learning infants' (n = 128) ability to map novel labels to unfamiliar actions and objects. Findings reveal cross-linguistic variations in the mapping of words to actions versus objects that are consistent with those found previously with naturalistic and checklist methods. Specifically, English learners were able to map novel labels to both actions and objects at 18 months but to neither actions nor objects at 14 months. In an identical experimental paradigm, Mandarin learners at both 14 and 18 months of age were able to map novel labels to actions but not to objects. Similar patterns were found when infants were grouped based on their vocabulary size. Combined results lend support for a dynamic view of word learning that take into account multiple mechanisms interacting across developmental time with important cultural constraints

Cognitive psychology · Linguistics · Mandarin Chinese · Noun · Vocabulary · Vocabulary development · Word (group theory · Word learning · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development