Language Acquisition最新文献_第10页

Clitic-doubled left dislocation in L2 Spanish: The effect of processing load at the syntax-discourse interface 二语西班牙语中双键左错位:加工负荷对句法-语篇界面的影响

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-06-10 DOI: 10.1080/10489223.2020.1769628

José Sequeros-Valle, Bradley Hoot, Jennifer Cabrelli

{"title":"Clitic-doubled left dislocation in L2 Spanish: The effect of processing load at the syntax-discourse interface","authors":"José Sequeros-Valle, Bradley Hoot, Jennifer Cabrelli","doi":"10.1080/10489223.2020.1769628","DOIUrl":"https://doi.org/10.1080/10489223.2020.1769628","url":null,"abstract":"ABSTRACT This project examines whether second-language (L2) learners can converge on a native-like pattern at the interface between syntax and discourse under low and high processing pressure, using Spanish clitic-doubled left dislocation (CLLD) as a test case. The original version of the Interface Hypothesis (IH) predicts that L2 competence on syntax-discourse interface structures may diverge from that of L1 speakers , yet there is experimental evidence of native-like offline judgments of clitic-doubling and its correlation to relevant discourse contexts in L2 Spanish. However, the most updated version of the IH argues that problems at the syntax-discourse interface are not due to divergent competence but rather to L2 processing limitations. To isolate the potential source of divergence, in the present study L2 Spanish learners completed an Acceptability Judgment Task (low processing pressure) and a Speeded Production Task (high processing pressure). Group results show convergence on the native-like pattern on the Acceptability Judgment Task and divergence on the Speeded Production Task. The first finding suggests that L2 learners have linguistic knowledge of discourse-related clitic-doubling, challenging the original version of the IH. The second finding suggests that the processing pressure induced by time constraints and production is correlated with L2 divergence, as predicted by the new version of the IH. We conclude by considering whether this divergence is most appropriately attributed to processing at the interfaces or could alternatively be explained as a result of real-time production specifically.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"306 - 330"},"PeriodicalIF":1.2,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1769628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45125662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

An inductive learning bias toward phonetically driven tonal phonotactics 归纳学习偏向于语音驱动的音调发音策略

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-06-09 DOI: 10.1080/10489223.2020.1769630

Tsung-Ying Chen

{"title":"An inductive learning bias toward phonetically driven tonal phonotactics","authors":"Tsung-Ying Chen","doi":"10.1080/10489223.2020.1769630","DOIUrl":"https://doi.org/10.1080/10489223.2020.1769630","url":null,"abstract":"ABSTRACT In two artificial grammar learning experiments, we tested the learnability of tonal phonotactics forbidding non-domain-final rising tones (*NonFinalR) against the phonotactics banning non-domain-final high-level tones (*NonFinalH). We propose that a firm phonetic ground drives a presumably innate inductive bias favoring *NonFinalR and against *NonFinalH. In Exp. I, we trained two groups of participants with an artificial language conforming to either *NonFinalR or *NonFinalH and tested them with the same set of novel items violating either tonal constraint in an acceptability judgment task. In two separate test sessions, *NonFinalR learners demonstrated a significantly higher consistency in making correct judgments than *NonFinalH learners. In Exp. II, learners participated in the same acceptability judgment task without being exposed to inputs in an a priori training session; participants had to learn from the immediate explicit feedback given to their judgments on every test item. Results suggest that only *NonFinalR learners demonstrated signs of converging on the target tonal phonotactics. In addition, both experiments found that *NonFinalR learners, but not *NonFinalH learners, acquired the tonal phonotactics and a baseline segmental phonotactics prohibiting retroflex consonants similarly. Altogether, the experimental results support the hypothesis of an inductive learning bias toward *NonFinalR and against *NonFinalH.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"331 - 361"},"PeriodicalIF":1.2,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1769630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45912373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Children’s comprehension and repair of garden-path wh-questions 儿童对花园小径“wh”问题的理解与修复

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-06-08 DOI: 10.1080/10489223.2020.1769623

Anthony Yacovone, Ian Rigby, Akira Omaki

{"title":"Children’s comprehension and repair of garden-path wh-questions","authors":"Anthony Yacovone, Ian Rigby, Akira Omaki","doi":"10.1080/10489223.2020.1769623","DOIUrl":"https://doi.org/10.1080/10489223.2020.1769623","url":null,"abstract":"ABSTRACT Children’s sentence interpretations often lack flexibility. For example, when French-speaking adults and children hear ambiguous wh-questions like Where did Annie explain that she rode her horse?, they preferentially associate the wh-phrase with the first verb and adopt the main clause interpretation (e.g., She explained at the campsite). This preferred association results in shorter syntactic dependencies compared to second verb associations (i.e., the embedded clause interpretation: She rode in the forest). Moreover, this bias toward shorter dependencies persists in “filled-gap” wh-questions, where the preferred interpretation is blocked by a prepositional phrase (e.g., Where did Annie explain at the campsite that she rode her horse?). Here, adults preferentially suppress their main clause bias and adopt embedded clause interpretations, whereas children still prefer their initial interpretations. The present study investigates how English-speaking children interpret ambiguous and filled-gap wh-questions. Cross-linguistic evidence suggests that children struggle to adopt second verb associations when first verb interpretations are unavailable. In five story-based experiments, we show that English-speaking children prefer main clause (first verb) interpretations in both wh-question conditions—although they seem to adopt more second verb associations than has been previously reported for children in other languages. We also document a novel repair strategy used by adults and children in which they describe who was at the main clause event rather than where it occurred. Taken together, our findings highlight the cross-linguistic stability of children’s shorter dependency biases and suggest that children’s abilities to inhibit preferred interpretations may be shaped by the development of language-specific syntactic knowledge.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"363 - 396"},"PeriodicalIF":1.2,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1769623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42319142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Mentalizing: What’s language got to do with it? 心理化：语言和它有什么关系？

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-05-31 DOI: 10.1080/10489223.2020.1769624

Stéphanie Durrleman

{"title":"Mentalizing: What’s language got to do with it?","authors":"Stéphanie Durrleman","doi":"10.1080/10489223.2020.1769624","DOIUrl":"https://doi.org/10.1080/10489223.2020.1769624","url":null,"abstract":"ABSTRACT Understanding that people’s ideas may be false is a challenging step in Theory of Mind (ToM) development, which is accomplished around the age of 4–5 years old by typically developing (TD) children. False-belief attribution remains difficult beyond this age for certain clinical populations, such as Autism Spectrum Disorder (ASD), where delays in this realm are significant, and Developmental Language Disorder (DLD), where delays tend to be subtler. Research has identified links between ToM success and language skills, in particular complement clauses such as John thought/said that aliens landed in his garden, in TD, as well as in ASD and DLD. It has been hypothesized that these structures serve as tools for representing subjective truths. This article reports results from our experimental work further examining the link between complementation and ToM. Study 1 investigates if complements have a more privileged influence on ToM in ASD and TD children than abilities such as Executive Functions, which arguably also play a role. Study 2 determines if complementation skills in ASD support ToM reasoning or are merely implied in ToM task performance. Study 3 extends the evaluation of complementation in ToM reasoning to DLD and explores whether clinical groups of different etiologies—ASD and DLD—perform comparably for ToM once they have similar complementation skills, as expected by a linguistic determinism approach. Study 4 addresses speculation that complementation training may not be efficient to trigger improved ToM in instances of ToM impairments by empirically testing whether training on complements via a newly created iPad application can be useful for ToM remediation in both ASD and DLD. Taken together, this body of work both enhances our theoretical understanding of the language-cognition interface as well as widens our repertoire of clinical tools addressing difficulties in this domain.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"255 - 275"},"PeriodicalIF":1.2,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1769624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Coverbal speech gestures signal phrase boundaries: A production study of Japanese and English infant- and adult-directed speech Coverbal语音手势信号短语边界：日语和英语婴幼儿和成人定向语音的生产研究

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-04-02 DOI: 10.1080/10489223.2019.1659276

Irene de la Cruz-Pavía, J. Gervain, E. Vatikiotis-Bateson, J. Werker

引用次数: 3

Backward/forward anaphora in child and adult Mandarin Chinese 儿童和成人普通话的后/前回指

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-04-02 DOI: 10.1080/10489223.2019.1659795

Yi-Ching Su

{"title":"Backward/forward anaphora in child and adult Mandarin Chinese","authors":"Yi-Ching Su","doi":"10.1080/10489223.2019.1659795","DOIUrl":"https://doi.org/10.1080/10489223.2019.1659795","url":null,"abstract":"ABSTRACT This study reports findings from two truth value judgment experiments to address two research questions on Mandarin: (i) whether children and adults have the knowledge of the structural constraint Principle C in their pronoun resolution; and (ii) whether adults and children show the prohibition effect of the cyclic-c-command constraint or the QR account of pronouns on the coreference reading of backward anaphora for different types of subordinate clauses. The results show that children pattern similarly to adults for their interpretation of the Principle C sentences. For backward anaphora sentences, adults disallow the coreference reading for the deshihou ‘while/when’ clause but accept it for the yinwei ‘because’ clause, contrary to the predictions of the cyclic-c-command account and the QR account. However, children allow coreference for both types of clauses. The pattern from Mandarin-acquiring children is in line with previous studies on English, Italian, and Russian, which demonstrate that children respect a language-universal structural constraint (i.e., Principle C) at the initial stage of development, with the language-specific or even construction-specific constraint being acquired later.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"187 - 216"},"PeriodicalIF":1.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2019.1659795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43171587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Telicity and mode of merge in L2 acquisition of resultatives 结果语习得中的远性与归并模式

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-04-02 DOI: 10.1080/10489223.2019.1659275

Sujeong Kim, Heejeong Ko, Hyun-Kwon Yang

{"title":"Telicity and mode of merge in L2 acquisition of resultatives","authors":"Sujeong Kim, Heejeong Ko, Hyun-Kwon Yang","doi":"10.1080/10489223.2019.1659275","DOIUrl":"https://doi.org/10.1080/10489223.2019.1659275","url":null,"abstract":"ABSTRACT Resultative constructions show a wide range of cross-linguistic variation, which may pose nontrivial challenges to L2 learners. This study investigates how syntactic and semantic differences between L1 and L2 affect L2 acquisition of resultatives. In particular, we investigate how L1-Korean learners project the syntax and semantics of L2-English resultative constructions. Two different experiments are presented. The first is a comprehension test that employs an acceptability judgment task and an elicited choice task, and the second is a production test using an elicited writing task. Our experimental results consistently show that Korean learners project English resultatives with adjunct structures and interpret them as atelic events, in sharp contrast to native speakers of English. This finding is in line with previous studies in demonstrating that L1 syntax plays a crucial role in projecting L2 syntax. More importantly, this study provides novel evidence that L1 semantics (i.e., telicity) crucially influences L2 acquisition, in tandem with (but over and above) L1 syntax. The study’s results imply that a proper theory of L2 acquisition of resultatives must consider not only syntactic transfer effects but also subtle semantic differences between L1 and L2.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"117 - 159"},"PeriodicalIF":1.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2019.1659275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41762064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The influence of cognitive abilities on article choice and scrambling performance in Dutch-speaking children with autism 认知能力对荷兰语自闭症儿童文章选择和争先恐后表现的影响

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-02-13 DOI: 10.1080/10489223.2020.1724293

J. Schaeffer

{"title":"The influence of cognitive abilities on article choice and scrambling performance in Dutch-speaking children with autism","authors":"J. Schaeffer","doi":"10.1080/10489223.2020.1724293","DOIUrl":"https://doi.org/10.1080/10489223.2020.1724293","url":null,"abstract":"ABSTRACT This study addresses the question as to what cognitive abilities influence performance on article choice and direct object scrambling in high-functioning Dutch-speaking children with Autism Spectrum Disorder (ASD). Schaeffer (2016/2018) shows that a group of 27 high-functioning Dutch-speaking children with ASD, aged 5–14, overgenerates the indefinite article, and fails to scramble significantly more often than TD age-mates. As article choice, direct object scrambling, and false belief are all hypothesized to rely on perspective taking, we first predict a correlation between scores on article choice, direct object scrambling, and false belief. Furthermore, hypothesizing that article choice and direct object scrambling require holding the previous discourse in mind, it is predicted that memory abilities predict article choice and direct object scrambling performance. Surprisingly, the results reveal no correlation between article choice, direct object scrambling, and false belief. Moreover, no influence of working memory was found, nor of inhibition or morphosyntax, which were also tested. Phonological memory turns out to be the only cognitive ability that predicts scores on direct object scrambling (but not on article choice!). It is suggested that another cognitive skill may contribute to article choice and/or direct object scrambling, namely, central coherence.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"166 - 194"},"PeriodicalIF":1.2,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1724293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45412849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

When OR is assigned a conjunctive inference in child language 当OR被赋予子语言中的连接推理时

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-01-02 DOI: 10.1080/10489223.2019.1659273

Haiquan Huang, S. Crain

{"title":"When OR is assigned a conjunctive inference in child language","authors":"Haiquan Huang, S. Crain","doi":"10.1080/10489223.2019.1659273","DOIUrl":"https://doi.org/10.1080/10489223.2019.1659273","url":null,"abstract":"ABSTRACT It has been proposed that children differ from adults in that children license a conjunctive inference to disjunctive sentences that lack any licensing expression. The proposal is that children infer “A and B” from sentences of the form “A or B.” Although children’s conjunctive interpretations of disjunction have been reported in some studies, they have not been observed in other studies. This study investigates one possible source of the different findings, which is the presence or absence of objects that are contextually introduced, beyond those mentioned in the test sentences. Using a Truth Value Judgment Task, we conducted three experiments with preschool Mandarin-speaking children and a control group of adults. Test sentences in Experiment 1 included disjunction and a deontic modal verb, and the contexts only included objects that were mentioned in the test sentences. In Experiment 2, the deontic modal verb was omitted from the test sentences. Experiment 3 presented the same sentences as Experiment 2, but the contexts included additional objects beyond those mentioned in the test sentences. Both children and adults assigned a conjunctive inference to the test sentences in Experiment 1. In Experiment 2, with no deontic verbs and no contextually introduced objects, a subset of children computed conjunctive inferences, whereas none of the adults did. In Experiment 3, neither group made a conjunctive inference. The findings reveal that entities in nonlinguistic contexts influence children’s understanding of logical expressions. Moreover, preschool children already have linguistic knowledge that modal verbs license conjunctive inferences for sentences with disjunction.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"74 - 97"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2019.1659273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42427346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Intervention effects in the acquisition of raising: Evidence from English and Spanish 养育习得中的干预效应：来自英语和西班牙语的证据

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-01-02 DOI: 10.1080/10489223.2019.1598412

Victoria Mateu

{"title":"Intervention effects in the acquisition of raising: Evidence from English and Spanish","authors":"Victoria Mateu","doi":"10.1080/10489223.2019.1598412","DOIUrl":"https://doi.org/10.1080/10489223.2019.1598412","url":null,"abstract":"ABSTRACT The present study is designed to investigate whether children’s difficulties with subject-to-subject raising (StSR) are due to intervention effects. We examine English-speaking children’s comprehension of StSR with seem and Spanish-speaking children’s comprehension of StSR with parecer ‘seem,’ a configuration never before tested in this language. Spanish parecer is ambiguous between a functional verb, which does not select an experiencer argument, and a lexical verb, which requires an overt experiencer (e.g.. In the first part of this study, we consider the hypothesis that the experiencer argument of seem may induce intervention effects even when it is not overtly produced and find support for this claim—English-speaking children perform poorly on StSR both when the intervening experiencer is overtly expressed and when it is implicit; Spanish-speaking children, on the other hand, only perform poorly on StSR with lexical parecer but do well on StSR with functional parecer. These results are in line with intervention accounts. The second part of this study aims to investigate whether these intervention effects are rooted in children’s grammatical or processing deficits. Results from a verbal processing task suggest that for a group of children—those who perform at chance or above on the StSR task—comprehension of sentences with an intervening experiencer is modulated by processing capacity. However, for those who consistently obtain a non-adult-like interpretation of StSR, processing capacity does not positively correlate with their performance. We hypothesize that, for this group, the difficulty is instead grammar-based.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"27 1","pages":"1 - 34"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2019.1598412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42160384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3