Language Acquisition最新文献_第10页

Gradual syntactic triggering: The gradient parameter hypothesis 渐变句法触发：梯度参数假说

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-10-07 DOI: 10.1080/10489223.2020.1803329

Katherine Howitt, Soumik Dey, W. G. Sakas

引用次数: 1

Structural intervention effects in the acquisition of sluicing 水闸获取中的结构干预效应

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-09-03 DOI: 10.1080/10489223.2020.1803327

Victoria Mateu, N. Hyams

{"title":"Structural intervention effects in the acquisition of sluicing","authors":"Victoria Mateu, N. Hyams","doi":"10.1080/10489223.2020.1803327","DOIUrl":"https://doi.org/10.1080/10489223.2020.1803327","url":null,"abstract":"ABSTRACT Experimental studies show that children have greater difficulty with wh-extraction from object position than subject position, arguably an intervention effect (e.g., Relativized Minimality). In this study we provide additional evidence of a S/O asymmetry in A’-dependencies from a novel source—sluicing. The results of our first comprehension study show that English-speaking 3–6-year-olds obey the “identity condition” on sluicing—that is, they disallow interpretations in which the elided verb or arguments are distinct from their antecedent. Importantly, our results also show a subject > object asymmetry and thereby support syntactic theories of sluicing that posit a fully articulated (but unpronounced) TP at the ellipsis site from which the wh-phrase has been extracted, e.g., Someone wrote this paper, but I don’t know who <_ wrote this paper>, as opposed to certain semantic/pragmatic theories that posit no such structure. Our second comprehension study investigates the role of animacy. We find that children’s comprehension of object sluices, but not subject sluices, improves significantly when there is a mismatch in animacy features. Our results are incompatible with models that are solely frequency based but rather provide evidence for structure-based intervention effects. We conclude that subject > object asymmetries can be found even in instances in which the intervener is not overt, such as sluicing, and that [animacy] may be a feature involved in the computation of intervention.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1803327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49321854","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

On the source of children’s conjunctive interpretation of disjunction: Scope, strengthening, or both? 关于儿童对析取的连词解释的来源：范围、强化，还是两者兼而有之？

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-09-01 DOI: 10.1080/10489223.2020.1844477

Hiroyuki Shimada, Takuya Goro

{"title":"On the source of children’s conjunctive interpretation of disjunction: Scope, strengthening, or both?","authors":"Hiroyuki Shimada, Takuya Goro","doi":"10.1080/10489223.2020.1844477","DOIUrl":"https://doi.org/10.1080/10489223.2020.1844477","url":null,"abstract":"ABSTRACT In a body of empirical research, it has been observed that young children from across different linguistic communities adhered to a particular type of nonadult interpretation of disjunction: They appear to interpret disjunction conjunctively. Through three experiments with Japanese-speaking preschoolers, we investigate the source of this nonadult behavior. Specifically, we ask whether children’s conjunctive interpretation of disjunction in negative sentences can be reduced to strengthening via implicature. To test this possibility, we presented Japanese children with test sentences in which the crucial disjunctive NP was located in different syntactic positions: accusative-marked object (Experiment 1), nominative-marked subject (Experiment 2), and nominative-marked object (Experiment 3). The results showed that children systematically altered their interpretations of disjunction according to its syntactic position in the test sentence. Importantly, they consistently accepted adultlike disjunctive interpretations of the test sentences in Experiments 2 and 3, but they showed adherence to the conjunctive interpretation in Experiment 1. These behaviors cannot be explained by the strengthening account, suggesting that children’s conjunctive interpretation of disjunction in negative sentences is due to their nonadult scope assignment.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1844477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43891022","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: 4

Establishing upper bounds in English monolingual and Heritage Spanish-English bilingual language development 建立英语单语和传统西班牙语-英语双语语言发展的上限

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-08-22 DOI: 10.1080/10489223.2020.1803328

Kristen Syrett, J. Austin, Liliana Sánchez

{"title":"Establishing upper bounds in English monolingual and Heritage Spanish-English bilingual language development","authors":"Kristen Syrett, J. Austin, Liliana Sánchez","doi":"10.1080/10489223.2020.1803328","DOIUrl":"https://doi.org/10.1080/10489223.2020.1803328","url":null,"abstract":"ABSTRACT Quantificational elements such as some pose a challenge to young language learners, given their vague meaning and ability to take on an upper-bounded interpretation (relative to all) in certain contexts. The challenge is enhanced when a child is acquiring multiple languages that do not share a one-to-one mapping between their lexical entries with some. Such is the case with some in English and unos and algunos in Spanish. Indeed, Heritage Spanish-English bilinguals have been documented as diverging from monolingual children and adults in their interpretation of algunos, which is said to lexically encode this upper-bounded meaning, although early Heritage bilinguals do not demonstrate this knowledge robustly. In this article, we ask how pervasive this challenge is by (a) investigating whether the same pattern holds in English, where there are not two words for some, and (b) comparing the pragmatic process for some to other linguistic items that either invoke another pragmatic process (particularized conversational implicature) or a semantic upper bound. Our results strongly suggest that the extended process of fine-tuning of quantificational lexical entries within and across languages precedes a pragmatic comparison of alternatives, but at the same time, Heritage bilinguals demonstrate pragmatic awareness beyond generalized conversational implicatures.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1803328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42196424","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

On links between language development and extralinguistic cognitive knowledge: What we can learn from autism 论语言发展与语言外认知知识之间的联系：我们可以从自闭症中学到什么

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-07-07 DOI: 10.1080/10489223.2020.1769631

J. Schaeffer, Stéphanie Durrleman, Inge-Marie Eigsti

引用次数: 2

Vowel dynamics in the acquisition of L2 English – an acoustic study of L1 Polish learners 第二语言英语习得中的元音动态——对波兰语学习者的声学研究

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-07-02 DOI: 10.1080/10489223.2019.1707204

G. Schwartz, K. Kaźmierski

引用次数: 5

Toddlers track hierarchical structure dependence 幼儿追踪层级结构依赖性

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-06-23 DOI: 10.1080/10489223.2020.1776010

Rushen Shi, C. Legrand, Anna M. Brandenberger

{"title":"Toddlers track hierarchical structure dependence","authors":"Rushen Shi, C. Legrand, Anna M. Brandenberger","doi":"10.1080/10489223.2020.1776010","DOIUrl":"https://doi.org/10.1080/10489223.2020.1776010","url":null,"abstract":"ABSTRACT Previous research suggests that toddlers can rely on distributional cues in the input to track adjacent and nonadjacent grammatical dependencies. It remains unclear whether toddlers understand the hierarchical phrase structures that determine the corresponding grammatical dependencies. We addressed this question by testing toddlers on two different phrase structures in French that govern distinct patterns of grammatical gender feature agreement. We first show that the two structures are in fact extremely infrequent in children’s input. Then we report on a preferential looking experiment in which French-learning 30-month-olds were presented with French sentences in the two structures, and the grammaticality of the feature agreement was manipulated. Crucially, the contrasting structures contained the same sequentially ordered feature-bearing words in our design (e.g., correct agreement: La banane FEMININE dans le chapeau MASCLINE, elle FEMININE … ‘The banana in the hat, it …’; incorrect agreement: *La banane FEMININE et le chapeau MASCLINE, elles FEMININE … ‘The banana and the hat, they …’). Thus, children must go beyond those words and distinguish the structures hierarchically in order to determine the grammaticality of the different agreement patterns. We predicted that if toddlers rely solely on input support to acquire the structures and the agreement, they should show no discrimination of feature grammaticality. If, however, they can rely on mechanisms beyond linear input, such as the principle of structure dependence in the universal grammar (UG), they should show a grammaticality effect. The results confirmed the latter prediction, demonstrating the possible influence of the learner’s internal system, suggesting that UG knowledge might guide early language development.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1776010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49042705","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: 10

Evidence for immature perception in adolescents: Adults process reduced speech better and faster than 16-year olds 青少年认知不成熟的证据:成年人比16岁的孩子更好更快地处理语言退化

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-06-14 DOI: 10.1080/10489223.2020.1769627

K. Wanrooij, M. Raijmakers

引用次数: 1

Production of referring expressions by children with ASD: Effects of referent accessibility and working memory capacity ASD儿童指称表达的产生：指称可及性和工作记忆能力的影响

IF 1.2 3区文学

Language Acquisition Pub Date : 2020-06-12 DOI: 10.1080/10489223.2020.1769625

Maja Stegenwallner-Schütz, F. Adani

{"title":"Production of referring expressions by children with ASD: Effects of referent accessibility and working memory capacity","authors":"Maja Stegenwallner-Schütz, F. Adani","doi":"10.1080/10489223.2020.1769625","DOIUrl":"https://doi.org/10.1080/10489223.2020.1769625","url":null,"abstract":"ABSTRACT This study examines the discourse basis for referent accessibility and its relation to the choice of referring expressions by children with Autism Spectrum Disorder (ASD) and typically developing children. The aim is to delineate how the linguistic and extra-linguistic context affects referent accessibility to the speaker. The study also examines the degree to which accessibility effects are modulated by cognitive factors such as working memory capacity. In the study, the contrast levels between the referent and a competitor (one contrast/two contrasts) and the syntactic prominence of the referent (subject/object position in the preceding question) were manipulated in an elicited production task. The results provide evidence that the referring expressions of children with ASD correlate with the discourse status of referents to a similar extent as in typically developing controls. All children were more likely to refer with lexical NPs to referents that contrasted on two levels with a highly prominent competitor, compared to referents that contrasted on one level. They were also more likely to produce pronouns for referents previously mentioned in the subject than the object position. The effect of both discourse factors was modulated by the age and working memory capacity of the children with and without ASD. Accordingly, the study suggests that children with ASD do not generally differ from children with typical development in their referential choices when the discourse status of a referent allows them to model the referent’s accessibility from their own discourse perspective in a way that is modulated by working memory capacity.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1769625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41597938","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

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":null,"pages":null},"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