儿童对形容词和名词作为名前修饰语的处理方式不同吗?

IF 1.7 2区 文学 Q1 LINGUISTICS
Gail Moroschan, Elena Nicoladis, Farzaneh Anjomshoae
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引用次数: 0

摘要

以用法为基础的儿童句法习得理论(如 Tomasello, 2000a)预测,儿童的抽象词法类别产生于他们在输入结构中使用特定词汇的经验。由于英语中的修饰词几乎都是前置词,因此当形容词用在前置词位置时,儿童最初可能会将其与名词类似对待。在本研究中,我们教说英语的学龄前儿童(2 到 6 岁)学习新名词(对象标签)和形容词(指代属性的词)在名前和名后位置的用法。孩子们把名词和形容词的名后位置都纠正到了名前位置,但对修饰名词的纠正比对形容词的纠正更频繁。这些结果表明,即使名词和形容词出现在相同的位置并具有相同的功能(即修饰),儿童也会将它们区分开来。随着年龄的增长,儿童更正名词后形容词(而非名词)的可能性越来越大。我们认为,当词序对意义有影响时,儿童会更注意词序。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Do children treat adjectives and nouns differently as modifiers in prenominal position?

Usage-based theories of children's syntactic acquisition (e.g., Tomasello, 2000a) predict that children's abstract lexical categories emerge from their experience with particular words in constructions in their input. Because modifiers in English are almost always prenominal, children might initially treat adjectives similarly to nouns when used in a prenominal position. In this study, we taught English-speaking preschoolers (between 2 and 6 years) novel nouns (object labels) and adjectives (words referring to attributes) in both prenominal and postnominal positions. The children corrected both postnominal adjectives and nouns to prenominal position, but corrected modifying nouns more often than adjectives. These results suggest that children differentiate between nouns and adjectives even when they occur in the same position and serve the same function (i.e., modification). Children were increasingly likely to correct postnominal adjectives (not nouns) with increasing age. We argue that children attend to word order more when it makes a difference in meaning.

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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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