Grammatical Form and Semantic Context in Verb Learning
Grammatical Form and Semantic Context in Verb Learning
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DOI：
10.1080/15475441.2011.573760
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发表时间：
2011-01-01
影响因子：
1.5
通讯作者：
Waxman, Sandra R.
中科院分区：
文献类型：
--
作者：
Arunachalam, Sudha;Waxman, Sandra R.
几十年的研究表明，年轻的单词学习者学习动词比学习名词更困难。然而，最近的证据揭示了24个月大的儿童成功的条件。在这里，我们关注的是24个月大婴儿成功的语言信息。我们向24个月大的婴儿介绍了新单词（名词或动词），因为他们观看了动态场景（例如，一个人挥舞着一个气球）;在语义上下文中呈现这些新颖的单词，这些语义上下文或者是丰富的（例如，该名男子是pilking一个气球）或更稀疏（例如，他在舔它）。幼儿在语义丰富和语义稀疏的语境中都能成功地学习名词，但只有在语义丰富的语境中才能学习动词。本研究表明，英语习得幼儿在学习一个新动词时，会利用词汇化名词短语提供的丰富语义信息。跨语言习得理论的影响进行了讨论。
Decades of research have documented that young word learners have more difficulty learning verbs than nouns. Nonetheless, recent evidence has uncovered conditions under which children as young as 24 months succeed. Here, we focus in on the kind of linguistic information that undergirds 24-month-olds' success. We introduced 24-month-olds to novel words (either nouns or verbs) as they watched dynamic scenes (e.g., a man waving a balloon); the novel words were presented in semantic contexts that were either rich (e.g., The man is pilking a balloon) or more sparse (e.g., He's pilking it). Toddlers successfully learned nouns in both the semantically rich and sparse contexts but learned verbs only in the rich context. This documents that to learn the meaning of a novel verb, English-acquiring toddlers take advantage of the semantically rich information provided in lexicalized noun phrases. Implications for cross-linguistic theories of acquisition are discussed.