Lexical principles may underlie the learning of verbs
Lexical principles may underlie the learning of verbs
复制标题
DOI：
10.2307/1131769
复制
发表时间：
1996-12-01
影响因子：
4.6
通讯作者：
Nandakumar, R
中科院分区：
文献类型：
--
作者：
Golinkoff, RM;Jacquet, RC;Nandakumar, R
为了检验儿童（平均年龄34个月）是否能够快速映射和扩展新的动作标签到他们还没有名字的动作，我们使用芝麻街角色的彩色图画来测试他们对熟悉和新奇动词的理解，这些角色分别做着熟悉和不熟悉的动作。孩子们被要求从4幅图画中指出“动词”这个字。通过熟悉的词汇和动作，孩子们97%的时间做出了正确的选择。使用新颖的动作词时，孩子们的表现水平大多显著高于随机水平，他们选择了以前未标记的动作或直接命名动作的另一个标记。在第二组对照实验中，孩子们被要求从同样的4幅画中选择一个动作，但他们没有被告知一个新的动作名称。在这里，孩子们主要表现出与偶然没有显著差异的水平，这表明主要实验的结果归因于请求中出现的单词。这些研究的结果被解释为支持原则的可用性，以减轻动词习得。
To examine whether children (mean age 34 months) can fast map and extend novel action labels to actions for which they do not already have names, the comprehension of familiar and novel verbs was tested using colored drawings of Sesame Street characters performing both familiar and unfamiliar actions. Children were asked to point to the character ''verbing,'' from among sets of 4 drawings. With familiar words and actions, children made correct choices 97% of the time. With novel action words, children performed at levels mostly significantly above chance, selecting a previously unlabeled action or another token of a just-names action. In a second, control experiment children were asked to select an action from among the same sets of 4 drawings, but they were not given a novel action name. Here children mainly demonstrated performance at levels not significantly different from chance, showing that the results from the main experiment were attributable to the presence of a word in the request. Results of these studies are interpreted as support for the availability of principles to ease verb acquisition.