※ 引述《DioGirl (相信自己)》之铭言： : 78.下列有关幼儿语言发展的叙述，何者正确？ : (A) 快速制图过程易造成幼儿语意延伸不足 出自好奇我试查了英文，找到下列的解释 似乎符合题干中的意义 http://en.wikipedia.org/wiki/Fast_mapping In cognitive psychology, fast mapping is a hypothesized mental process whereby a new concept can be learned (or a new hypothesis formed) based only on a single exposure to a given unit of information. Fast mapping is thought by some researchers to be particularly important during language acquisition in young children, and may serve (at least in part) to explain the prodigious rate at which children gain vocabulary. The process was first formally articulated, and the term 'fast mapping' coined, by Harvard researchers Susan Carey and Elsa Bartlett in 1978.[1] 在认知心理学中，Fast Mapping是一个假设的心智历程，意指透过仅仅一次的经历就足以 形成新概念（或是新假设）。Fast Mapping被一些研究者认为在年幼儿童学习语言的过程 中特别重要，可能可以解释（或至少部分解释）儿童学习字汇的惊人速度。哈佛研究者 Susan Carey和Elsa Bartlett 在1978年先发表了这个历程，随後创造了Fast Mapping 这个术语。 Today, there is ample evidence to suggest that children do not learn words through ‘fast mapping’ but rather learn probabilistic, predictive relationships between objects and sounds that develop over time. Evidence for this comes, for example, from children’s struggles to understand color words: although infants can distinguish between basic color categories,[2] many sighted children use color words in the same way that blind children do up until the fourth year.[3] Typically, words such as “blue” and “yellow” appear in their vocabularies and they produce them in appropriate places in speech, but their application of individual color terms is haphazard and interchangeable. If shown a blue cup and asked its color, typical three-year olds seem as likely to answer “red” as “blue.” These difficulties persist up until around age four, even after hundreds of explicit training trials.[4] Children’s behavior clearly indicates that they have knowledge of these words, but this knowledge is far from complete; rather it appears to be predictive, as opposed to all-or-none. 今日，许多证据显示儿童并未使用Fast Mapping的历程，而是学习物体和语音之间可能 和可预测的关连，并随着时间逐渐发展。儿童理解「颜色」词汇的困扰可以作为此项证 据。虽然婴儿可以分辨基本颜色类型的差异，但四岁前的儿童曾多次被观察到他们使用 颜色词汇的方式和眼盲儿童是相似的。通常，儿童会适当使用「蓝」和「黄」之类的字， 但他们使用各个颜色的时机是偶然的、可以互换的。若展示一个蓝色的杯子并询问其颜 色，典型的三岁儿童会回答「红」或「蓝」。即使透过数百次明确的指导和练习，正确 使用颜色的困难仍会持续到四岁。儿童的行为明确指出他们有关於这些词汇的知识，但 他们的知识相当不完备。这些知识并非「全有全无」，而是可以预测的。 -- 分开的只是月亮 心还是一样 --

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