※ 引述《DioGirl (相信自己)》之銘言： : 78.下列有關幼兒語言發展的敘述，何者正確？ : (A) 快速製圖過程易造成幼兒語意延伸不足 出自好奇我試查了英文，找到下列的解釋 似乎符合題幹中的意義 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] 在認知心理學中，Fast Mapping是一個假設的心智歷程，意指透過僅僅一次的經歷就足以 形成新概念（或是新假設）。Fast Mapping被一些研究者認為在年幼兒童學習語言的過程 中特別重要，可能可以解釋（或至少部分解釋）兒童學習字彙的驚人速度。哈佛研究者 Susan Carey和Elsa Bartlett 在1978年先發表了這個歷程，隨後創造了Fast Mapping 這個術語。 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，許多證據顯示兒童並未使用Fast Mapping的歷程，而是學習物體和語音之間可能 和可預測的關連，並隨著時間逐漸發展。兒童理解「顏色」詞彙的困擾可以作為此項證 據。雖然嬰兒可以分辨基本顏色類型的差異，但四歲前的兒童曾多次被觀察到他們使用 顏色詞彙的方式和眼盲兒童是相似的。通常，兒童會適當使用「藍」和「黃」之類的字， 但他們使用各個顏色的時機是偶然的、可以互換的。若展示一個藍色的杯子並詢問其顏 色，典型的三歲兒童會回答「紅」或「藍」。即使透過數百次明確的指導和練習，正確 使用顏色的困難仍會持續到四歲。兒童的行為明確指出他們有關於這些詞彙的知識，但 他們的知識相當不完備。這些知識並非「全有全無」，而是可以預測的。 -- 分開的只是月亮 心還是一樣 --

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