3 至 4 岁儿童的句法适应和单词学习

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yukun Yu, Naomi Havron, Cynthia Fisher
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引用次数: 0

摘要

在最近的一项研究中,学龄前儿童调整了他们对一个熟悉的法语短语的句法预期;这种调整影响了他们后来的单词学习。在两个实验中,我们通过复制实验并将其扩展到不同的英语表达来探究这一发现的普遍性。我们研究了the baby这个模棱两可的短语,它的后面可以是名词(the baby monkeys)或动词(the baby sleeps)。在诱导试验中,baby 总是出现在熟悉的名词(名词条件)或动词(动词条件)之前。在后来的新词试验中,与名词条件下的儿童相比,动词条件下的儿童更有可能将婴儿后面的新词(The baby gorps!)解释为动词。在实验 2 中,经过修改的设计将关键短语经验的影响与任务结构可能产生的影响隔离开来,并增加了一个基线条件,结果显示适应效应是不对称的,这表明频率或意外对适应有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Syntactic Adaptation and Word Learning in 3‐ to 4‐Year‐Olds
In a recent study, preschoolers adapted their syntactic expectations about a familiar phrase in French; this adaptation affected later word learning. In two experiments, we probed the generality of this finding by replicating the experiment and extending it to a different expression in English. We examined the ambiguous phrase the baby, which can be followed by nouns (the baby monkeys) or verbs (the baby sleeps). In induction trials, the baby consistently preceded either familiar nouns (noun condition) or verbs (verb condition). In later novel‐word trials, children in the verb condition were more likely to interpret novel words following the baby (The baby gorps!) as verbs than were children in the noun condition. In Experiment 2, a modified design isolated the effect of experience with the critical phrase from possible effects of task structure, and an added baseline condition showed the adaptation effect to be asymmetrical, suggesting frequency or surprisal effects on adaptation.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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