Do multiple exemplars promote preschool children’s retention and generalisation of words learned from pictures?

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Calum Hartley, Hannah Amy Whiteley
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引用次数: 0

Abstract

We investigated whether preschool children’s extension of labels from memory representations of pictures is enhanced by exposure to multiple exemplars during teaching. Neurotypical 2-year-olds (N = 23) and 3-year-olds (N = 19) mapped novel word-picture associations in a referent selection task. Their retention and generalisation of labels was then assessed after 5 min with depicted 3-D objects. During referent selection, children were presented with a single variant of each novel picture (single exemplar condition) or two differently coloured variants of each novel picture (multiple exemplars condition). Both age groups extended labels to similarly coloured objects with significantly greater accuracy when taught with multiple exemplars. Three-year-olds also generalised labels to differently coloured category members with significantly greater accuracy in the multiple exemplars condition, where they outperformed two-year-olds. We propose that comparing multiple pictures of to-be-learned referents strengthens encoding of category-defining shape, facilitating extension of labels to objects from memory.

多重范例是否能促进学龄前儿童对从图片中学到的单词的记忆和概括?
我们研究了学龄前儿童从图片记忆表征中扩展标签的能力是否会因教学过程中接触多个范例而增强。神经畸形的 2 岁儿童(23 人)和 3 岁儿童(19 人)在参照物选择任务中绘制了新词-图片关联图。然后在 5 分钟后,用描绘的三维物体评估他们对标签的保留和泛化情况。在参照物选择过程中,儿童会看到每幅新奇图片的一个变体(单一范例条件)或每幅新奇图片的两个不同颜色的变体(多个范例条件)。在多范例条件下,两个年龄组的儿童都能准确地将标签扩展到颜色相似的物体上。在多范例条件下,三岁儿童将标签扩展到不同颜色的类别成员的准确性也明显高于两岁儿童。我们认为,比较多张待学参照物的图片可加强对类别定义形状的编码,从而促进将标签扩展到记忆中的物体。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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