{"title":"量化事件还是实体?--基于语料库的儿童早期英语和儿童引导语中通用量词研究","authors":"Xiangjun Deng, Xiaobei Zheng, Haoyan Ge","doi":"10.1177/01427237231225023","DOIUrl":null,"url":null,"abstract":"The acquisition of quantifiers is a central topic in cognitive science. The present study investigated the emergence, frequency, and non-target-like production of the universal quantifiers all, every, and each in child English from a linguistic perspective, based on the data from longitudinal naturalistic observation of 10 English-speaking children and their caregivers. We found that the use of these quantifiers as adverbs or in adverbials generally appeared earlier, and was more frequent, than their use as (pre)determiners in early child English. We also found that input frequency exerts a great influence on some aspects of the acquisition of universal quantifiers, for example, the frequency of the predeterminer all, but there are still some patterns that cannot be explained by mere input frequency, such as children’s initial preference for using universal quantifiers in A(dverbial)-quantification and their non-target forms. Their initial overreliance on A-quantification may be explained by event quantification being cognitively less demanding than entity quantification, and their non-target productions likely result from their developing grammatical systems. We argue that the acquisition of universal quantifiers involves multiple factors, such as cognitive complexity, children’s developing grammatical systems, and input frequency, interacting with each other.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"29 1","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Quantifying events or entities?—A corpus-based study of universal quantifiers in early child English and child-directed speech\",\"authors\":\"Xiangjun Deng, Xiaobei Zheng, Haoyan Ge\",\"doi\":\"10.1177/01427237231225023\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The acquisition of quantifiers is a central topic in cognitive science. The present study investigated the emergence, frequency, and non-target-like production of the universal quantifiers all, every, and each in child English from a linguistic perspective, based on the data from longitudinal naturalistic observation of 10 English-speaking children and their caregivers. We found that the use of these quantifiers as adverbs or in adverbials generally appeared earlier, and was more frequent, than their use as (pre)determiners in early child English. We also found that input frequency exerts a great influence on some aspects of the acquisition of universal quantifiers, for example, the frequency of the predeterminer all, but there are still some patterns that cannot be explained by mere input frequency, such as children’s initial preference for using universal quantifiers in A(dverbial)-quantification and their non-target forms. Their initial overreliance on A-quantification may be explained by event quantification being cognitively less demanding than entity quantification, and their non-target productions likely result from their developing grammatical systems. We argue that the acquisition of universal quantifiers involves multiple factors, such as cognitive complexity, children’s developing grammatical systems, and input frequency, interacting with each other.\",\"PeriodicalId\":47254,\"journal\":{\"name\":\"First Language\",\"volume\":\"29 1\",\"pages\":\"\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-01-30\",\"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/10.1177/01427237231225023\",\"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/10.1177/01427237231225023","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
量词的习得是认知科学的一个核心课题。本研究基于对 10 名讲英语的儿童及其看护人的纵向自然观察数据,从语言学的角度研究了通用量词 all、every 和 each 在儿童英语中的出现、频率和非目标性产生。我们发现,在早期儿童英语中,这些量词作为副词或副词的使用一般比作为(前)定语的使用出现得更早,也更频繁。我们还发现,输入频率对通用量词习得的某些方面有很大影响,例如,前定语 all 的使用频率,但仍有一些模式是不能用单纯的输入频率来解释的,例如,儿童最初偏爱在 A(副词)量词及其非目标形式中使用通用量词。他们最初过度依赖甲量词的原因可能是事件量词在认知上的要求比实体量词低,而他们的非目标形式可能是他们语法系统发展的结果。我们认为,通用量词的习得涉及多种因素,如认知复杂性、儿童语法系统的发展和输入频率,这些因素相互作用。
Quantifying events or entities?—A corpus-based study of universal quantifiers in early child English and child-directed speech
The acquisition of quantifiers is a central topic in cognitive science. The present study investigated the emergence, frequency, and non-target-like production of the universal quantifiers all, every, and each in child English from a linguistic perspective, based on the data from longitudinal naturalistic observation of 10 English-speaking children and their caregivers. We found that the use of these quantifiers as adverbs or in adverbials generally appeared earlier, and was more frequent, than their use as (pre)determiners in early child English. We also found that input frequency exerts a great influence on some aspects of the acquisition of universal quantifiers, for example, the frequency of the predeterminer all, but there are still some patterns that cannot be explained by mere input frequency, such as children’s initial preference for using universal quantifiers in A(dverbial)-quantification and their non-target forms. Their initial overreliance on A-quantification may be explained by event quantification being cognitively less demanding than entity quantification, and their non-target productions likely result from their developing grammatical systems. We argue that the acquisition of universal quantifiers involves multiple factors, such as cognitive complexity, children’s developing grammatical systems, and input frequency, interacting with each other.
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.