語意核心詞的存在是否促進中文兒童新詞學習？

// Does the Presence of Semantic Head Facilitate Novel Word Learning in Mandarin-Speaking Children?

本研究探討語意核心（semantic head）對中文兒童詞彙學習的影響｜結果顯示含語意核心的偽雙音詞在初期語音學習表現較佳，但一個月後無明顯記憶優勢，且較易受干擾｜複合語感知能力對學習有正面影響，超越口語工作記憶作用，指出語意核心有助於早期處理但可能阻礙長期記憶。

// This study examined how the presence of a semantic head affects word learning in Mandarin-speaking children and the roles of verbal working memory and compound awareness. Children learned pseudo-disyllabic words with and without semantic heads, with learning assessed immediately and up to one month later. Results showed better initial phonological learning for words with semantic heads, but no long-term retention advantage; these words were more prone to interference over time. Compound awareness positively influenced learning beyond verbal working memory, suggesting semantic heads help early processing but may hinder longer-term retention.

Published 2026年7月29日