Facilitation by Variation: Right-to-Left Learning of English Yes/No Questions
Facilitation by Variation: Right-to-Left Learning of English Yes/No Questions
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DOI：
10.1111/j.1551-6709.2009.01053.x
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发表时间：
2010-01-01
影响因子：
2.5
通讯作者：
Estigarribia, Bruno
中科院分区：
文献类型：
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作者：
Estigarribia, Bruno
本研究提出了语言中的选择性结构变异促进句法学习的假设。支持这一点是由右到左的阐述英语是/否问题（YNQs）的收购模式。以往的研究主要集中在“倒位”学习型非英语专业学生的习得上，这是语言发展的本土主义理论的基石。来自五个美国孩子（1;3到5;1）和他们的父母的数据显示，孩子们听到一系列成人问题（来了？你来吗你来吗？），不是全部倒置。这些变体从结构上最不复杂的非规范形式到复杂的规范倒置形式排序。我使用国家的最先进的计量经济学技术来估计断点YNQ时间序列，并显示，非典型的问题出现在儿童的讲话，并促进收购的规范。这种渐进式的结构构建过程依赖于一种附加策略，该策略通过初始辅助词和主题来增强非规范问题。从右向左渐进地发展，以获得初始结构。
This study advances the hypothesis that optional structural variation in language facilitates syntactic learning (facilitation-by-variation). Support for this is provided by a right-to-left-elaboration acquisition model for English yes/no questions (YNQs). Previous studies have focused on the acquisition of ''inverted'' YNQs, a cornerstone of nativist theories of language development. Data from five American children (1;3 to 5;1) and their parents show that children hear a range of adult questions (Coming?You coming?Are you coming?), not all inverted. These variants are ordered from structurally least complex noncanonical forms to complex canonical inverted forms. I use state-of-the-art econometric techniques to estimate breakpoints in YNQ time series and show that noncanonical questions emerge early in children's speech and facilitate acquisition of canonical ones. This incremental structure-building process relies on an adjunction strategy that augments noncanonical questions with initial auxiliaries and subjects. Development proceeds incrementally from right to left to derive auxiliary-initial structures.