母语习得中的否定:普遍的还是特定的?

IF 2.4 2区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL
Sakine Çabuk-Ballı, Jekaterina Mazara, Aylin C. Küntay, Birgit Hellwig, Barbara B. Pfeiler, Paul Widmer, Sabine Stoll
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引用次数: 0

摘要

否定是人类语言的基石,也是所有语言中为数不多的共性之一。没有否定,分类和有效的沟通都是不可能的。然而,不同的语言在表达否定的方式上差异很大。否定的标记方式对第一语言学习者习得过程的影响尚不清楚。在这里,我们研究了通用或特定语言线索是否与习得过程更相关。我们测试频率和显著性特征(形态句法有界性、否定标记的位置、异型)对否定习得的影响程度。我们使用了来自17名儿童(24-36个月)的自然纵向数据,这些儿童学习了从西方城市到自给农业等非常不同的文化背景下使用的九种不同类型的语言:钦唐语、英语、印尼语、日语、恰克语、俄语、塞索托语、土耳其语和尤卡坦玛雅语。分布分析表明,儿童听到的否定输入的数量和类型在不同文化中差异很大。尽管儿童接受的输入有显著差异,但我们观察到儿童在否定习得过程中有一个普遍的模式:儿童在使用否定时从相对容易和显著的自由否定语素过渡到不那么显著的束缚否定语素。我们的研究结果表明,频率和形态句法有界性解释了所有九种语言中否定习得灵活性的发展。我们进一步发现,不同语言中否定标记的语法特征(如否定标记的位置和同形变异)决定了显著性的频率和语言特异性参数之间的相互作用,从而形成了显著性的发展路径。我们的特定语言研究结果强调了跨语言差异,这反映了儿童接受的负面话语输入量的跨文化差异。综上所述,本研究为否定习得提供了跨语言证据,并强调了习得过程中普遍因素和特定语言因素的相互作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Negation in First Language Acquisition: Universal or Language-Specific?

Negation is a cornerstone of human language and one of the few universals found in all languages. Without negation, neither categorization nor efficient communication would be possible. Languages, however, differ remarkably in how they express negation. It is yet widely unknown how the way negation is marked influences the acquisition process of first language learners. Here, we investigate whether universal or language-specific cues are more relevant for the acquisition process. We test to what extent frequency and salience features (morphosyntactic boundedness, position of the negation marker, allomorphy) influence the acquisition of negation. We use naturalistic longitudinal data from 17 children (age 24–36 months) learning nine typologically maximally diverse languages spoken in very diverse cultural contexts ranging from western urban to subsistence farming: Chintang, English, Indonesian, Japanese, Qaqet, Russian, Sesotho, Turkish, and Yucatec Mayan. Distributional analyses show that the amount and type of input of negation that children hear vary considerably across cultures. Despite significant differences in the input that children receive, we observe a universal pattern in the acquisition of negation: Children transition from relatively easy and salient free negators to less salient bound negator morphemes in their use of negation. Our results show that frequency and morphosyntactic boundedness explain the development of flexibility in the acquisition of negation across all of the nine languages. We further find that the developmental path is shaped by the interaction between frequency and language-specific parameters of salience that are contingent on grammatical features of negation marking in different languages, such as the position of the negation marker and allomorphic variation. Our language-specific findings highlight cross-linguistic variation, which reflects cross-cultural differences in the amount of input of negative utterances children receive. Taken together, this study provides cross-linguistic evidence for the acquisition of negation and emphasizes the interplay of universal and language-specific factors in the acquisition process.

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来源期刊
Cognitive Science
Cognitive Science PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.10
自引率
8.00%
发文量
139
期刊介绍: Cognitive Science publishes articles in all areas of cognitive science, covering such topics as knowledge representation, inference, memory processes, learning, problem solving, planning, perception, natural language understanding, connectionism, brain theory, motor control, intentional systems, and other areas of interdisciplinary concern. Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists.
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