在泰瑟尔塔人的自发言语中,几乎没有证据表明存在名词偏误

IF 1.2 2区 文学 0 LANGUAGE & LINGUISTICS
Marisa Casillas, Ruthe Foushee, Juan Méndez Girón, Gilles Polian, Penelope Brown
{"title":"在泰瑟尔塔人的自发言语中,几乎没有证据表明存在名词偏误","authors":"Marisa Casillas, Ruthe Foushee, Juan Méndez Girón, Gilles Polian, Penelope Brown","doi":"10.1177/01427237231216571","DOIUrl":null,"url":null,"abstract":"This study examines whether children acquiring Tseltal (Mayan) demonstrate a noun bias – an overrepresentation of nouns in their early vocabularies. Nouns, specifically concrete and animate nouns, are argued to universally predominate in children’s early vocabularies because their referents are naturally available as bounded concepts to which linguistic labels can be mapped. This early advantage for noun learning has been documented using multiple methods and across a diverse collection of language populations. However, past evidence bearing on a noun bias in Tseltal learners has been mixed. Tseltal grammatical features and child–caregiver interactional patterns dampen the salience of nouns and heighten the salience of verbs, leading to the prediction of a diminished noun bias and perhaps even an early predominance of verbs. We here analyze the use of noun and verb stems in children’s spontaneous speech from egocentric daylong recordings of 29 Tseltal learners between 0;9 and 4;4. We find weak to no evidence for a noun bias using two separate analytical approaches on the same data; one analysis yields a preliminary suggestion of a flipped outcome (i.e. a verb bias). We discuss the implications of these findings for broader theories of learning bias in early lexical development.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"21 11","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Little evidence for a noun bias in Tseltal spontaneous speech\",\"authors\":\"Marisa Casillas, Ruthe Foushee, Juan Méndez Girón, Gilles Polian, Penelope Brown\",\"doi\":\"10.1177/01427237231216571\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examines whether children acquiring Tseltal (Mayan) demonstrate a noun bias – an overrepresentation of nouns in their early vocabularies. Nouns, specifically concrete and animate nouns, are argued to universally predominate in children’s early vocabularies because their referents are naturally available as bounded concepts to which linguistic labels can be mapped. This early advantage for noun learning has been documented using multiple methods and across a diverse collection of language populations. However, past evidence bearing on a noun bias in Tseltal learners has been mixed. Tseltal grammatical features and child–caregiver interactional patterns dampen the salience of nouns and heighten the salience of verbs, leading to the prediction of a diminished noun bias and perhaps even an early predominance of verbs. We here analyze the use of noun and verb stems in children’s spontaneous speech from egocentric daylong recordings of 29 Tseltal learners between 0;9 and 4;4. We find weak to no evidence for a noun bias using two separate analytical approaches on the same data; one analysis yields a preliminary suggestion of a flipped outcome (i.e. a verb bias). We discuss the implications of these findings for broader theories of learning bias in early lexical development.\",\"PeriodicalId\":47254,\"journal\":{\"name\":\"First Language\",\"volume\":\"21 11\",\"pages\":\"\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-01-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"First Language\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1177/01427237231216571\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"First Language","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/01427237231216571","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0

摘要

本研究探讨了学习泰勒塔尔语(玛雅语)的儿童是否表现出名词偏向--在他们的早期词汇中名词所占比例过高。名词,特别是具体名词和有生命的名词,被认为在儿童的早期词汇中普遍占主导地位,因为它们的参照物是自然存在的有界概念,语言标签可以映射到这些概念上。这种早期学习名词的优势已被多种方法和不同的语言群体所证实。然而,过去有关泰瑟尔语学习者的名词偏向的证据却不尽相同。泰瑟尔语的语法特征和儿童与抚养人之间的互动模式抑制了名词的显著性,提高了动词的显著性,从而导致了名词偏向性的减弱,甚至可能导致动词的早期优势。我们在此分析了29名0;9至4;4岁的泰勒学习者以自我为中心的全天录音中儿童自发言语中名词和动词词干的使用情况。我们对同一数据采用了两种不同的分析方法,发现名词偏向的证据很弱,甚至没有证据;其中一种分析方法得出了翻转结果(即动词偏向)的初步建议。我们讨论了这些发现对早期词汇发展中学习偏误的广泛理论的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Little evidence for a noun bias in Tseltal spontaneous speech
This study examines whether children acquiring Tseltal (Mayan) demonstrate a noun bias – an overrepresentation of nouns in their early vocabularies. Nouns, specifically concrete and animate nouns, are argued to universally predominate in children’s early vocabularies because their referents are naturally available as bounded concepts to which linguistic labels can be mapped. This early advantage for noun learning has been documented using multiple methods and across a diverse collection of language populations. However, past evidence bearing on a noun bias in Tseltal learners has been mixed. Tseltal grammatical features and child–caregiver interactional patterns dampen the salience of nouns and heighten the salience of verbs, leading to the prediction of a diminished noun bias and perhaps even an early predominance of verbs. We here analyze the use of noun and verb stems in children’s spontaneous speech from egocentric daylong recordings of 29 Tseltal learners between 0;9 and 4;4. We find weak to no evidence for a noun bias using two separate analytical approaches on the same data; one analysis yields a preliminary suggestion of a flipped outcome (i.e. a verb bias). We discuss the implications of these findings for broader theories of learning bias in early lexical development.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
First Language
First Language Multiple-
CiteScore
3.80
自引率
10.50%
发文量
53
期刊介绍: First Language is an international peer reviewed journal that publishes the highest quality original research in child language acquisition. Child language research is multidisciplinary and this is reflected in the contents of the journal: research from diverse theoretical and methodological traditions is welcome. Authors from a wide range of disciplines - including psychology, linguistics, anthropology, cognitive science, neuroscience, communication, sociology and education - are regularly represented in our pages. Empirical papers range from individual case studies, through experiments, observational/ naturalistic, analyses of CHILDES corpora, to parental surveys.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信