Maximality Trouble? Japanese-Speaking Children’s Interpretation of Comparatives
Maximality Trouble? Japanese-Speaking Children’s Interpretation of Comparatives
复制标题
日语儿童对比较的解释存在极大问题吗？
DOI：
10.1007/978-94-024-1932-0_8
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
K. Wexler
中科院分区：
文献类型：
--
作者：
M. Ito;K. Wexler
这项研究考察了说日语的儿童是否能够理解带短语补语的表述性比较句。这项研究中使用的任务旨在排除这样一种可能性，即尽管儿童不理解比较句的语言成分，但他们对比较句的反应“正确”，这在以前的研究中一直是一个问题。结果表明，在6岁以前，儿童对比较句的理解似乎有困难。这些4岁儿童的结果似乎表明，他们的糟糕表现源于他们对比较级和(非比较级)形容词的反应相同。我们认为，它们的糟糕表现源于最大值概念的困难，因此，最大度的概念对于比较句的(度)语义分析是必不可少的。我们还提出了不计算最大值的6岁以下儿童调用比较式的替代分析的可能性，比较式是肯定形容词，其语义(以非成人形式)可以表示。特别是，我们认为，年龄较小的儿童可能会将相对可分级的形容词视为“极端”或“分类”类型的形容词，而不是类型的形容词。
This study examines whether Japanese-speaking children are able to interpret predicative comparatives with the phrasal complement. The task used in the study was designed to exclude the possibility, which has been a problem in previous studies, that children are responding “correctly” to the comparatives even though they do not understand the comparatives’ linguistic components. The results show that until 6 years of age, children seem to have difficulty interpreting comparatives. The 4-year-olds’ results seem to show that their poor performance derives from their responding to comparatives on a par with (non-comparative) adjectives. We propose that their poor performance stems from the difficulty with the notion of Maximality, and therefore, with the notion of the maximum degree, essential to the (degree) semantic analysis of comparatives. We also raise the possibility that children younger than 6 who do not compute Maximality invoke a substitute analysis for comparatives, the positive adjective, the semantics of which (in a non-adult form) they can represent. In particular, we consider the possibility that the younger children are taking relative gradable adjectives as “extreme” or “categorical” adjectives of type , not those of type .
影响因子：
1.2
作者：
Hohaus;Tiemann
通讯作者：
Tiemann