Meaning from syntax: evidence from 2-year-olds.
Meaning from syntax: evidence from 2-year-olds.
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DOI：
10.1016/j.cognition.2009.10.015
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发表时间：
2010-03
期刊：
影响因子：
3.4
通讯作者：
Waxman SR
中科院分区：
文献类型：
--
作者：
Arunachalam S;Waxman SR
当幼儿在听到一个新动词的同时看到一个事件时，动词的句法语境已经被证明可以帮助他们识别它的含义。目前的研究进一步揭示了即使在没有伴随事件的情况下，句法信息也支持幼儿对动词意义的识别。两岁的奥尔兹首先被引入到对话中，这些对话包含了新的动词，无论是在及物句还是不及物句中，但没有任何相关的指涉场景（见）。接下来，幼儿观看两个候选场景：a）两个参与者执行同步动作，B）两个参与者执行因果动作。当被要求“发现mooping”时，那些听到及物性句子的幼儿选择了使役场景，而那些听到不及物性句子的幼儿则没有。这些结果表明，2岁儿童推断的重要组成部分的意义，从句法结构单独，用它来指导他们随后的搜索中的一个视觉场景中的所指。
When toddlers view an event while hearing a novel verb, the verb’s syntactic context has been shown to help them identify its meaning. The current work takes this finding one step further to reveal that even in the absence of an accompanying event, syntactic information supports toddlers’ identification of verb meaning. Two-year-olds were first introduced to dialogues incorporating novel verbs either in transitive or intransitive sentences, but in the absence of any relevant referent scenes (see). Next, toddlers viewed two candidate scenes: a) two participants performing synchronous actions, b) two participants performing a causative action. When asked to “find mooping”, toddlers who had heard transitive sentences chose the causative scene; those who had heard intransitive sentences did not. These results demonstrate that 2-year-olds infer important components of meaning from syntactic structure alone, using it to direct their subsequent search for a referent in a visual scene.
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