1ST CONTACT IN VERB ACQUISITION - DEFINING A ROLE FOR SYNTAX
1ST CONTACT IN VERB ACQUISITION - DEFINING A ROLE FOR SYNTAX
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DOI：
10.1111/j.1467-8624.1993.tb04206.x
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发表时间：
1993-12-01
影响因子：
4.6
通讯作者：
KAKO, ET
中科院分区：
文献类型：
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作者：
NAIGLES, LG;KAKO, ET
本研究的目的是解决2个问题，关于儿童使用的句法信息，在获取动词：第一，什么是儿童的偏见，在没有句法信息的行动;第二，如何具体的意义时，句法信息的动词派生？在3个实验中，我们提出了无意义动词在句法隔离（例如，“看！塞宾“）或嵌入在及物句法框架内（例如，“青蛙正在咬鸭子”）。这些行动，然后分开，和儿童（平均年龄= 2岁，3个月）被要求选择的行动是指的动词。在实验1中，因果动作（其中一个角色迫使另一个角色以某种方式移动）与同步动作（其中两个角色同时移动）配对。在实验2中，同样的同步动作现在与接触动作配对（其中一个角色只是接触另一个角色）。实验3中，接触动作与致使动作配对。出现了2个结果：（1）在句法信息缺失的情况下，儿童具有可识别的动作偏好;（2）这些偏好可以通过添加及物句法框架来转移。我们得出的结论是，从传递框架派生的意义并不是专门的使役或接触，但更普遍的是，一个字符正在影响另一个的感觉。
The goal of this research was to address 2 questions regarding children's use of syntactic information in acquiring verbs: First, what are children's biases for actions in the absence of syntactic information; and second, how specific is the meaning derived for verbs when syntactic information is present? In 3 experiments we presented nonsense verbs either in syntactic isolation (e.g., ''Look! Sebbing!'') or embedded within a transitive syntactic frame (e.g., ''The frog is sebbing the duck''). These actions were then separated, and the children (mean age = 2 years, 3 months) were asked to select the action which was the referent of the verb. In Experiment 1, Causative actions (in which 1 character forces another to move in some way) were paired with Synchronous actions (in which both characters move simultaneously). In Experiment 2, the same Synchronous actions were now paired with Contact actions (in which 1 character merely touches the other). In Experiment 3, the Contact actions were paired with Causative ones. 2 results emerged: (1) Children have identifiable action biases in the absence of syntactic information and (2) these biases can be shifted by the addition of a transitive syntactic frame. We conclude that the meaning derived from the transitive frame is not specifically Causative or Contact but, more generally, a sense that 1 character is affecting another.