婴幼儿词语习得中的社会性认知加工过程

The Social Cognitive Process of Word Learning in Infants

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。

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.