摘要:本文不仅对儿童语言能力发展的三阶段进行了详细的阐释,同时给儿童语言学习提出一些科学实用的建议,使广大家长从中获益。也是儿童语言研究者提供了有效的资料与准备。
ncluding French, Italian, Dutch and so on. This noun bias may result from domain-general cognitive mechanisms, including leaning processes, memory, attention, social-cognitive and grammatical categorization. We can review the cognitive processes that focusing on infants’ understanding of noun..
The word learners need to make link between the word and object. In order to this, infants must build a representation of the object and the new word. This process increase infants’ ability to view an object as a solid body that continues to exist when occluded and that maintains its identity over time. For example, infant must identify that the dog partially hidden behind a tree is one dog, rather than multiple objects, and they must recognize that the dog they see behind the tree is the same dog that is now running across the field. Further more, infants need to segregate and individuate objects, and appreciate some fundamental aspects of objects, such as object permanence.
In addition, an important steps infant learning word is that they need understanding of the category or concept that is marked by that word. When infant grow to 9 months, they not only can learn context-bound words, but also extend linguistic knowledge to new context, some research indicates that infants have develop to categorization abilities. Therefore, we can know that this initial broad link serves a number of critical functions including facilitating the formation of many different concepts and assisting the infant in discovering more specific mappings between specific types of words and specific types of relations they mark.
2.2.2Cognitive processes in verb learning, and spatial words learning.
As we all known, although some verb appear very early in infant language environment, verb learning seems to be harder than noun learning. In order to learn verb, children have to determine which aspect of an ongoing event is being referred to or to solve what “packaging problem’’, so infant must spend more time to learn labels for actions than for objects. Because categories of actions are less coherent than categories of objects, infant tend to rely on general-purpose verbs at the early stages of verb acquisition.
In addition to static action, there is a class of emotional action, which is more complex and abstract, and therefore more difficult to learn for infants. Infants have to determine which elements of meanings are encoded in a verb to successfully map words to actions. During 12months, infants show sensitivity to a wide range of motion properties, such as trajectory and onset of motion. Through research we know, by the end of one year, infant can identify events based on path across varying manners and based on manner across varying paths.
Recent research with the preferential looking paradigm has demonstrated that infants as young as 15 months understand these prepositions when shown typical situations, as defined by the centrality of the object relative to the reference object. At the same time, when infant talk about spatial events, they showed sensitivity to language-specific distinctions, this show us that although language acquisition builds on cognitive development, linguistic representations capture only certain aspects of universal cognitive representations.
2.3 Infant language development and methods of training
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