作为德语儿童语言内隐学习的句法引物

IF 1.7 2区 文学 Q1 LINGUISTICS
Michelle Tafuri, Katherine Messenger
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引用次数: 0

摘要

我们对德语儿童的句法引物进行了调查,以探索语言生成和习得的内隐学习说法的跨语言证据。成人的描述证实,德语使用者(N=27)更喜欢自发产生主动与被动的及物动词和 DO 与 PO 的助动词形式。我们测试了讲德语的儿童(人数=29,年龄=5.3,15 个女孩/14 个男孩)是否会被诱导产生这些不喜欢的形式,以及这种诱导效应是否会在目标阶段持续存在。孩子们首先听到一组引物句子,然后描述一组目标图片。他们在被动和主动助动词结构上表现出了明显的引物效应,而且这些引物效应在目标测试块的前半部分和后半部分并无差异。德语儿童语言生产的这些模式与句法引物的内隐学习说法是一致的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Syntactic priming as implicit learning in German child language

We investigated syntactic priming in German children to explore crosslinguistic evidence for implicit learning accounts of language production and acquisition. Adult descriptions confirmed that German speakers (N=27) preferred to spontaneously produce active versus passive transitive and DO versus PO dative forms. We tested whether German-speaking children (N=29, Mage=5.3, 15 girls/14 boys) could be primed to produce these dispreferred forms and whether such priming effects would persist across a target phase. Children first heard a block of priming sentences and then described a block of target pictures. They demonstrated significant priming effects for passive and PO dative structures, and these priming effects did not differ between the first and second halves of the block of target trials. These patterns of German child language production are consistent with implicit learning accounts of syntactic priming.

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来源期刊
CiteScore
4.70
自引率
4.50%
发文量
142
期刊介绍: A key publication in the field, Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children, the principles which underlie it, and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study.
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