{"title":"成为词义专家：婴儿在典型和非典型范例语境中处理熟悉词语的过程","authors":"Haley Weaver, Martin Zettersten, Jenny R. Saffran","doi":"10.1111/cdev.14120","DOIUrl":null,"url":null,"abstract":"<p>How do infants become word meaning experts? This registered report investigated the structure of infants' early lexical representations by manipulating the typicality of exemplars from familiar animal categories. 14- to 18-month-old infants (<i>N</i> = 84; 51 female; <i>M</i> = 15.7 months; race/ethnicity: 64% White, 8% Asian, 2% Hispanic, 1% Black, and 23% multiple categories; participating 2022–2023) were tested on their ability to recognize typical and atypical category exemplars after hearing familiar basic-level category labels. Infants robustly recognized both typical (<i>d</i> = 0.79, 95% CI [0.54, 1.03]) and atypical (<i>d</i> = 0.70, 95% CI [0.46, 0.94]) exemplars, with no significant difference between typicality conditions (<i>d</i> = 0.14, 95% CI [−0.08, 0.35]). These results support a broad-to-narrow account of infants' early word meanings. Implications for the role of experience in the development of lexical knowledge are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 5","pages":"e352-e372"},"PeriodicalIF":3.9000,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14120","citationCount":"0","resultStr":"{\"title\":\"Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars\",\"authors\":\"Haley Weaver, Martin Zettersten, Jenny R. Saffran\",\"doi\":\"10.1111/cdev.14120\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>How do infants become word meaning experts? This registered report investigated the structure of infants' early lexical representations by manipulating the typicality of exemplars from familiar animal categories. 14- to 18-month-old infants (<i>N</i> = 84; 51 female; <i>M</i> = 15.7 months; race/ethnicity: 64% White, 8% Asian, 2% Hispanic, 1% Black, and 23% multiple categories; participating 2022–2023) were tested on their ability to recognize typical and atypical category exemplars after hearing familiar basic-level category labels. Infants robustly recognized both typical (<i>d</i> = 0.79, 95% CI [0.54, 1.03]) and atypical (<i>d</i> = 0.70, 95% CI [0.46, 0.94]) exemplars, with no significant difference between typicality conditions (<i>d</i> = 0.14, 95% CI [−0.08, 0.35]). These results support a broad-to-narrow account of infants' early word meanings. Implications for the role of experience in the development of lexical knowledge are discussed.</p>\",\"PeriodicalId\":10109,\"journal\":{\"name\":\"Child development\",\"volume\":\"95 5\",\"pages\":\"e352-e372\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2024-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14120\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/cdev.14120\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cdev.14120","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars
How do infants become word meaning experts? This registered report investigated the structure of infants' early lexical representations by manipulating the typicality of exemplars from familiar animal categories. 14- to 18-month-old infants (N = 84; 51 female; M = 15.7 months; race/ethnicity: 64% White, 8% Asian, 2% Hispanic, 1% Black, and 23% multiple categories; participating 2022–2023) were tested on their ability to recognize typical and atypical category exemplars after hearing familiar basic-level category labels. Infants robustly recognized both typical (d = 0.79, 95% CI [0.54, 1.03]) and atypical (d = 0.70, 95% CI [0.46, 0.94]) exemplars, with no significant difference between typicality conditions (d = 0.14, 95% CI [−0.08, 0.35]). These results support a broad-to-narrow account of infants' early word meanings. Implications for the role of experience in the development of lexical knowledge are discussed.
期刊介绍：
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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