Referential transparency of verbs in child-directed input by Japanese and American caregivers

IF 1.7 2区 文学 Q1 LINGUISTICS
Allison Fitch, Amy M. Lieberman, Michael C. Frank, Jessica Brough, Matthew Valleau, Sudha Arunachalam
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引用次数: 0

Abstract

Children acquiring Japanese differ from those acquiring English with regard to the rate at which verbs are learned (Fernald & Morikawa, 1993). One possible explanation is that Japanese caregivers use verbs in referentially transparent contexts, which facilitate the form-meaning link. We examined this hypothesis by assessing differences in verb usage by Japanese and American caregivers during dyadic play with their infants (5-22 months). We annotated verb-containing utterances for elements associated with referential transparency and compared across groups. Contrary to our hypotheses, we found that Japanese caregivers used verbs in fewer referentially transparent contexts than American caregivers, or did not significantly differ from American caregivers, depending on the measure. These findings cast doubt on cross-cultural differences in referential transparency between Japanese and American child-directed input.

日裔和美裔看护人引导儿童输入的动词的参照透明度
学习日语的儿童与学习英语的儿童在学习动词的速度上有所不同(Fernald & Morikawa, 1993)。一种可能的解释是,日语看护人在指代透明的语境中使用动词,从而促进了形式-意义的联系。我们通过评估日本和美国看护人在与婴儿(5-22 个月)进行二人游戏时动词使用的差异来验证这一假设。我们在含动词的语篇中标注了与指代透明度相关的元素,并在不同组间进行了比较。与我们的假设相反,我们发现日本看护人在指代透明的语境中使用动词的次数少于美国看护人,或者与美国看护人没有显著差异,具体取决于衡量标准。这些发现使我们对日本和美国儿童指令性输入在指代透明度方面的跨文化差异产生了怀疑。
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来源期刊
CiteScore
4.70
自引率
4.50%
发文量
142
期刊介绍: A key publication in the field, Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children, the principles which underlie it, and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study.
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