Overregularization in language acquisition.
Overregularization in language acquisition.
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DOI：
10.2307/1166115
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发表时间：
1992
影响因子：
9.5
通讯作者：
G. Marcus;S. Pinker;M. Ullman;Michelle A. Hollander;T. Rosen;Fei Xu;H. Clahsen
中科院分区：
文献类型：
--
作者：
G. Marcus;S. Pinker;M. Ullman;Michelle A. Hollander;T. Rosen;Fei Xu;H. Clahsen
儿童将定期的语法模式扩展到不规则的单词，从而经常在正确的性能之后（“ U形发育”）过度进行过度规范化。错误似乎是规则使用的范式，因此在规则心理学中的核心问题上存在：创意规则应用如何与记忆的发展中的例外相互作用，在没有父母反馈的情况下如何不学习过度规则，以及认知过程是否涉及阐述规则或是否涉及阐述规则或并行分布式处理（连接师）网络。我们通过分析83名儿童的自发演讲中分析了11,521个不规则的过去时言语，弥补了缺乏过度验证的定量数据。我们的发现如下。 （1）过度验证误差相对较少（中值的过去时态形式的2.5％），这表明儿童语法中没有定性缺陷，必须是必须被没学的。 （2）过度验证的发生以大致恒定的低率从2S到学龄前，影响了大多数不规则动词。 （3）尽管过度验证误差从未占主导地位，但其所谓的U形发育的一个方面已被定量证实：延长的正确性能时期之前是第一个误差。 （4）过度验证与父母言语，儿童言语或儿童词汇量中普通动词的数量或比例的增加无关。因此，在规则之前运行的传统帐户不能被连接式替代方案所取代，在该替代方案中，单个网络以响应输入统计信息的变化而显示旋转或统治者行为。 （5）当孩子们开始标记常规动词时，首先出现过度规范化（即，当他们昨天停止说我走路时，他们停止说）。 （6）父母使用不规则形式的频率越多，孩子过度验证它的频率就越少。 （7）动词免受过度验证的不规则不规则，但不会被相似的常规量所吸引，这表明不规则的模式存储在具有连接式属性的关联记忆中，但规则不存在。我们提出了一个简单的解释。像成年人一样，儿童使用记忆（用于不规则的）标记时态，并且可以为任何动词生成常规的过去时形式。检索不规则的阻塞规则，但是儿童的记忆痕迹不足以保证完美的检索。当检索失败时，应用规则并过度验证结果。
Children extend regular grammatical patterns to irregular words, resulting in overregularizations like comed, often after a period of correct performance ("U-shaped development"). The errors seem paradigmatic of rule use, hence bear on central issues in the psychology of rules: how creative rule application interacts with memorized exceptions in development, how overgeneral rules are unlearned in the absence of parental feedback, and whether cognitive processes involve explicit rules or parallel distributed processing (connectionist) networks. We remedy the lack of quantitative data on overregularization by analyzing 11,521 irregular past tense utterances in the spontaneous speech of 83 children. Our findings are as follows. (1) Overregularization errors are relatively rare (median 2.5% of irregular past tense forms), suggesting that there is no qualitative defect in children's grammars that must be unlearned. (2) Overregularization occurs at a roughly constant low rate from the 2s into the school-age years, affecting most irregular verbs. (3) Although overregularization errors never predominate, one aspect of their purported U-shaped development was confirmed quantitatively: an extended period of correct performance precedes the first error. (4) Overregularization does not correlate with increases in the number or proportion of regular verbs in parental speech, children's speech, or children's vocabularies. Thus, the traditional account in which memory operates before rules cannot be replaced by a connectionist alternative in which a single network displays rotelike or rulelike behavior in response to changes in input statistics. (5) Overregularizations first appear when children begin to mark regular verbs for tense reliably (i.e., when they stop saying Yesterday I walk). (6) The more often a parent uses an irregular form, the less often the child overregularizes it. (7) Verbs are protected from overregularization by similar-sounding irregulars, but they are not attracted to overregularization by similar-sounding regulars, suggesting that irregular patterns are stored in an associative memory with connectionist properties, but that regulars are not. We propose a simple explanation. Children, like adults, mark tense using memory (for irregulars) and an affixation rule that can generate a regular past tense form for any verb. Retrieval of an irregular blocks the rule, but children's memory traces are not strong enough to guarantee perfect retrieval. When retrieval fails, the rule is applied, and overregularization results.