PRODUCTIVITY AND MEMORY FOR NEWLY FORMED WORDS
PRODUCTIVITY AND MEMORY FOR NEWLY FORMED WORDS
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DOI：
10.1017/s0305000900005985
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发表时间：
1984-01-01
影响因子：
2.2
通讯作者：
COHEN, SR
中科院分区：
文献类型：
--
作者：
CLARK, EV;COHEN, SR
我们建议，孩子们应该首先学习的构词手段是最有生产力的，也就是说，那些对他们的使用有最少的结构限制，并且在新词的形成中出现得最频繁的。四岁和五岁的孩子被要求回忆带有英语施事后缀的新单词，他们回忆起最有生产力的后缀（-er），而其生产力较低的同伴（-ist和-ian）非常差。其他被要求回忆非施事后缀-ly（与-er的频率大致相等）以及-ist和-ian的儿童在这三个方面都做得很差。他们还用施事后缀（包括-er）代替非施事后缀-ly，更多地依赖于更具生产力的形式。这些数据，再加上以前的观察，支持这一假设，即生产力影响的顺序，儿童掌握构词手段。
The first word-formation devices children should learn, we proposed, are the most productive ones, that is, those that have the fewest structural constraints on their use and that appear most frequently in the formation of new words. Four- and five-year-old children who were asked to recall novel words with English agentive suffixes recalled the most productive suffix (-er) well and its less productive companions (-ist and -ian) very poorly. Other children who were asked to recall as agentive suffixes the non-agentive -ly (about equal in frequency to -er) together with -ist and -ian, did poorly on all three. They also substituted agentive suffixes (including -er) for the non-agentive -ly, with greater reliance on more productive forms. These data, together with previous observations, support the hypothesis that productivity affects the order in which children master word-formation devices.