Learning novel phonological neighbors: Syntactic category matters.
Learning novel phonological neighbors: Syntactic category matters.
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DOI：
10.1016/j.cognition.2015.06.003
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发表时间：
2015-10
期刊：
影响因子：
3.4
通讯作者：
Christophe A
中科院分区：
文献类型：
--
作者：
Dautriche I;Swingley D;Christophe A
新单词(如tog)听起来像是熟知的单词(狗)，但对蹒跚学步的孩子来说很难学习，即使孩子们能听出它们之间的区别。一种可能性是，仅语音竞争就是问题所在。另一个原因是一系列更广泛的概率考虑因素：蹒跚学步的孩子可能会拒绝将tog作为一个新的对象标签，因为它的邻居狗也是一个对象。在三个实验中，法国18个月大的婴儿被教授新词，这些新词的词形在语音上类似于熟悉的名词(名词邻居)、熟悉的动词(动词邻居)或什么都不是(没有邻居)。幼儿成功地学会了无邻居和动词邻居，但未能学会名词邻居，尽管这两个新邻居在幼儿词典中都有一个熟悉的语音邻居。我们的结论是，幼儿在创造新词条时，对词汇相似性的评价是多维的，既有语音特征，也有语义或句法特征。
Novel words (like tog) that sound like well-known words (dog) are hard for toddlers to learn, even though children can hear the difference between them. One possibility is that phonological competition alone is the problem. Another is that a broader set of probabilistic considerations is responsible: toddlers may resist considering tog as a novel object label because its neighbor dog is also an object. In three experiments, French 18-month-olds were taught novel words whose word forms were phonologically similar to familiar nouns (noun-neighbors), to familiar verbs (verb-neighbors) or to nothing (no-neighbors). Toddlers successfully learned the no-neighbors and verb-neighbors but failed to learn the noun-neighbors, although both novel neighbors had a familiar phonological neighbor in the toddlers’ lexicon. We conclude that when creating a novel lexical entry, toddlers’ evaluation of similarity in the lexicon is multidimensional, incorporating both phonological and semantic or syntactic features.
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