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紐約大學(xué)的一項(xiàng)新研究表明，教嬰兒閱讀的光盤(pán)、閃卡（抽認(rèn)卡）和書(shū)等產(chǎn)品不能幫助提高嬰兒的閱讀能力。
這項(xiàng)研究發(fā)表在《教育心理》雜志上，研究對(duì)象是117名9到18個(gè)月的嬰兒，他們被分成實(shí)驗(yàn)組和對(duì)照組。
研究員發(fā)給實(shí)驗(yàn)組嬰兒的父母?jìng)円粋€(gè)針對(duì)嬰兒的多媒體產(chǎn)品，其中包括光盤(pán)、帶有單詞和圖片的閃卡和點(diǎn)讀書(shū)，在接下來(lái)的七個(gè)月的時(shí)間里，他們要使用這個(gè)產(chǎn)品；而研究員沒(méi)有給對(duì)照組的嬰兒任何資料。
研究員們通過(guò)觀察孩子們是否能辨認(rèn)字母、讀音、單詞，能否辨認(rèn)和理解單詞來(lái)測(cè)試孩子們的語(yǔ)言能力。
實(shí)驗(yàn)結(jié)果表明，在13到14個(gè)評(píng)估中，實(shí)驗(yàn)組的嬰兒和對(duì)照組的嬰兒沒(méi)有區(qū)別。唯一的區(qū)別就是實(shí)驗(yàn)組嬰兒的家長(zhǎng)認(rèn)為自己的孩子學(xué)了新單詞。
Despite all the DVDs, flashcards, and books designed to teach babies to read, these products do not help infants develop reading skills, according to a new study by researchers at New York University’s Steinhardt School of Culture, Education, and Human Development.
“While we cannot say with full assurance that infants at this age cannot learn printed words, our results make clear they did not learn printed words from the baby media product that was tested,” said senior author Susan Neuman, professor in NYU Steinhardt’s Department of Teaching and Learning.
Parents, however, seemed to put confidence in these products. In exit interviews, parents reported that their babies were learning to read from these products and that their children had benefited in vocabulary development.
“It’s clear that parents have great confidence in the impact of these products on their children,” Neuman explains. “However, our study indicates this sentiment is misplaced.”
The study, published in the Journal of Educational Psychology, involved 117 infants, ages nine to 18 months, who were randomly assigned to treatment and control groups. Babies in the treatment group received a baby media product, which included DVDs, word and picture flashcards, and flip books for parents to use over a seven-month period; babies in the control group did not receive any materials.
During a seven month period, the researchers conducted one home visit, four laboratory visits, and took monthly assessments of the babies’ language development.
In the laboratory, the researchers tested the babies’ skills by seeing if they could recognize letter names, letter sounds, vocabulary, words identified on sight, and comprehension. They did this by using a combination of eye-tracking devices and standardized tests to study outcomes at each phase of development.
Using state-of-the art eye-tracking technology, which detects even the slightest eye movements, the researchers could closely monitor how the infants shifted their gaze and their attention from one location to another when shown specific words and phrases.
The results showed no differences between the babies exposed to the reading products and the control group on 13 of the 14 assessments. The only assessment that showed a difference was parents’ beliefs that their baby was learning new words.
（來(lái)源：中國(guó)日?qǐng)?bào)網(wǎng)愛(ài)新聞iNews 編輯：丹妮）
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