Novel noun and verb learning in Chinese-, English-, and Japanese-speaking children
Novel noun and verb learning in Chinese-, English-, and Japanese-speaking children
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DOI：
10.1111/j.1467-8624.2008.01171.x
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发表时间：
2008-07-01
影响因子：
4.6
通讯作者：
Shigematsu, Jun
中科院分区：
文献类型：
--
作者：
Imai, Mutsumi;Li, Lianjing;Shigematsu, Jun
讲日语、英语或汉语的孩子什么时候可以映射和扩展新的名词和动词？在6项研究中，所有3种语言的3岁和5岁儿童都比新动词更容易映射和扩展新名词。这一发现甚至在被认为是动词友好的语言（例如，T. Tardif，1996）。结果还表明，输入语言独特的形状动词学习，英语为母语的儿童需要语法支持学习动词，而中国儿童需要语用以及语法支持。本研究旨在探讨普遍共有的认知因素和语言特有的语言因素在词汇发展中的相互作用。
When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3- and 5-year-old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb-friendly languages (e.g., T. Tardif, 1996). The results also suggest that the input language uniquely shapes verb learning such that English-speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language-specific linguistic factors interact in lexical development.