ISSN 1671-3710
CN 11-4766/R
主办：中国科学院心理研究所
出版：科学出版社

心理科学进展 ›› 2013, Vol. 21 ›› Issue (5): 837-846.doi: 10.3724/SP.J.1042.2013.00837

• 研究前沿 • 上一篇    下一篇

婴幼儿词语习得中的社会性认知加工过程

荆伟;方俊明   

  1. (华东师范大学学前教育与特殊教育学院, 上海 200062)
  • 收稿日期:2012-11-13 出版日期:2013-05-15 发布日期:2013-05-15
  • 通讯作者: 方俊明
  • 基金资助:

    国家社科基金项目：“自闭症语言认知与干预绩效的实验研究” (项目编号：06BYY18)。

The Social Cognitive Process of Word Learning in Infants

JING Wei;FANG Junming   

  1. (College of Preschool and Special Education, East China Normal University, Shanghai 200062, China)
  • Received:2012-11-13 Online:2013-05-15 Published:2013-05-15
  • Contact: FANG Junming

PDF (PC)

1890

被引次数

1

摘要： 有关婴幼儿词语习得的研究主要有三种理论假设：联想学习理论、制约限制理论和社会语用理论。本文将从以下四个方面着重介绍社会语用理论的相关研究：婴幼儿词语习得过程涉及哪些社会性认知加工过程, 社会语用理论如何应对来自前两种理论的质疑和挑战, 社会性认知加工过程的相对权重如何以及自闭症儿童词语习得存在怎样的社会性认知加工障碍。相关研究结果表明社会性认知加工过程在婴幼儿词语习得中具有基础性作用。最后对今后在该领域的研究中需要进一步深入探讨的问题提出了一些思考。

关键词: 词语习得, 婴幼儿, 社会语用, 联想学习, 制约限制

Abstract: Associative theory, constraints theory and social-pragmatic theory are three basic theories about how infants learn new words. We outline social-pragmatic evidence with respect to four questions：1) What kinds of social cognitive processes are involved in infants` word learning? 2) How does social-pragmatic theory refute the challenges from associative theory and constraints theory? 3) How is the weight of social cognitive process in infants` word-learning relative to associative learning or lexical constraint mechanism? 4) What difficulties do children with autism encounter in word-learning task via social cues? Current evidence strongly indicates that social cognitive processes play a basic role in infants` word-learning. Finally, some suggestions on future research are proposed.

Key words: word learning, infants, social-pragmatic, associative, constraints