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首页> 外文期刊>Annals of the New York Academy of Sciences >How the Melody Facilitates the Message and Vice Versa in Infant Learning and Memory
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How the Melody Facilitates the Message and Vice Versa in Infant Learning and Memory

机译：旋律如何促进婴儿学习和记忆中的信息和反之

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摘要

Infants are often presented with input in which there are multiple related regularities, as is the case in musical input with both melodic and lyrical structure. Adult learners often learn more easily from complex input containing multiple correlated regularities than from simplified input. Do infants also capitalize on complexity, or instead do they benefit from simplified input? In this series of experiments, infants were presented with music in which melodic and lyrical structure predicted each other, or in which only one type of regularity was presented in isolation (melodies alone, or lyrics presented with no melody). Infants learned lyrics more easily when they were paired with a melody than when they were presented alone; similarly, they learned melodies more easily when they were paired with lyrics than when they were presented alone. There are several potential mechanisms that could explain how infants' learning is facilitated by complex input, suggesting important implications for learning in infants' natural environments.
机译：婴儿经常被输入具有多个相关规律性的输入，就像具有旋律和抒情结构的音乐输入一样。成人学习者通常从包含多个相关规则的复杂输入中学习比从简化输入中学习更容易。婴儿是否还利用复杂性，还是从简化的输入中受益？在这一系列实验中，向婴儿展示的音乐中旋律和抒情结构相互预测，或者孤立地呈现一种规律性（仅旋律，或无旋律的歌词）。与单曲相比，与旋律配对时，婴儿更容易学习歌词。同样，与歌词配对时，他们比单独出现时更容易学习旋律。有几种潜在的机制可以解释复杂的输入如何促进婴儿的学习，这暗示着对婴儿自然环境中学习的重要意义。

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