کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
7273995 | 1473442 | 2018 | 15 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned
ترجمه فارسی عنوان
کودکان پیش دبستانی سریعا نقشه های خود را حفظ می کنند و عملکردهای مصنوعی را به خوبی به عنوان نام های مصنوعی حفظ می کنند، اما اقدامات مصنوعی به آسانی قابل یادگیری هستند
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کلمات کلیدی
نقشه برداری سریع، یادگیری کلمه، اقدامات، توابع مصنوعات، استفاده از ابزار، سن پیش دبستانی (2 تا 5 سال سن)،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
To become skilled artifact users, children must learn the actions and functions associated with artifacts. We investigated preschoolers' ability to fast map an action, function and name associated with a novel artifact, and retain the new mapping long term following brief incidental exposure to the artifact being used. In Experiment 1, 3- and 5-year-olds (Nâ¯=â¯144) were tested 1â¯week after two exposures to a novel action, function, and name. Participants performed well on comprehension tests of all three kinds of information. In Experiment 2, 3-year-olds (Nâ¯=â¯100) were exposed to these three kinds of information only once. Retention of the action-artifact link was above chance levels, whereas retention of function and the name was not. Finally, in Experiment 3, 4-year-olds (Nâ¯=â¯128) performed well on an action production task 1â¯week after brief exposure. In contrast, their performance on a name production task immediately after exposure was poor. Our data suggest that preschoolers can retain function information about a novel artifact from minimal exposure, similar to their ability to learn an artifact name. Crucially, their ability to remember action-artifact mappings is markedly better than their ability to remember functions and names.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Experimental Child Psychology - Volume 170, June 2018, Pages 57-71
Journal: Journal of Experimental Child Psychology - Volume 170, June 2018, Pages 57-71
نویسندگان
Amanda K. Holland, Grace Hyde, Kevin J. Riggs, Andrew Simpson,