Children’s use of phonology to infer grammatical class in vocabulary learning
Children’s use of phonology to infer grammatical class in vocabulary learning
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儿童在词汇学习中利用音韵推断语法类别
DOI：
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发表时间：
2001
影响因子：
3.5
通讯作者：
M. Kelly
中科院分区：
文献类型：
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作者：
Kimberly Wright Cassidy;M. Kelly
先前对语音信息和语法类别分配之间关系的研究主要集中在这些关系是否存在以及人们是否已经学习过它们。这项研究调查了这些关系是否会影响实验室环境中学龄前儿童的词汇习得。儿童参与者在三种条件下学习了12个词汇（6个名词和6个动词），其中，（1）音节数/语法类别关系与英语匹配，（2）音节数/语法类别关系与英语相反，或（3）音节数与语法类别之间没有关系。在单词的最初呈现中，孩子们认为这些新单词与英语中的模式相匹配。当音节数/语法类别模式与英语的音节数/语法类别模式匹配时，孩子们学到了更多的单词。语音信息还可以预测错误模式。这些结果表明，任何关于词汇习得的解释都应该考虑语音信息的作用。
Prior studies of the relationship between phonological information and grammatical category assignment have focused on whether these relationships exist and whether people have learned them. This study investigates whether these relationships affect preschool children’s vocabulary acquisition in a laboratory setting. Child participants learned 12 vocabulary words (6 nouns and 6 verbs) under three conditions, in which, (1) the syllable number/grammatical category relationship matched English, (2) the syllable number/grammatical category relationship was opposite to English, or (3) there was no relationship between syllable number and grammatical category. In the initial presentation of the words, children assumed that the novel words matched the pattern found in English. When the syllable number/grammatical category pattern matched that of English, the children learned more of the words. Phonological information also predicted error patterns. These results suggest that any account of vocabulary acquisition should consider the role of phonological information.