LEARNED ATTENTION IN ADULT LANGUAGE ACQUISITION
LEARNED ATTENTION IN ADULT LANGUAGE ACQUISITION
复制标题
成人语言习得中的习得注意力
DOI：
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发表时间：
2011
影响因子：
4.1
通讯作者：
Nuria Sagarra
中科院分区：
文献类型：
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作者：
N. Ellis;Nuria Sagarra
本研究探讨了联想学习对成人语言习得的有限成就的解释。它复制并扩展了Ellis和Sagarra（2010）在拉丁语时间参照习得中的短期和长期学习注意。在实验1中，突出的副词比不太突出的动词屈折变化，更好地学习，早期经验的副词线索阻止收购的动词形态，相反，但在较小的程度上，早期经验的紧张减少后来学习的副词。实验2证明了长期迁移：母语为汉语（无时态形态）的人比母语为西班牙语或俄语（丰富的形态）的人更不能够从相同的语言经验中获得屈折线索，其中副词和口头线索同样可用。学习拉丁语时的注意力是连续的，而不是离散的，按照第一语言的顺序排列：汉语<英语<俄语<西班牙语。对埃利斯和萨加拉的综合结果以及当前研究的荟萃分析分离出了积极和消极的学习注意力效应：防御的平均效应大小较大（+1.23），而阻断的平均效应大小为中等（-0.52）。
This study investigates associative learning explanations of the limited attainment of adult compared to child language acquisition in terms of learned attention to cues. It replicates and extends Ellis and Sagarra (2010) in demonstrating short- and long-term learned attention in the acquisition of temporal reference in Latin. In Experiment 1, salient adverbs were better learned than less salient verb inflections, early experience of adverbial cues blocked the acquisition of verbal morphology, and, contrariwise—but to a lesser degree—early experience of tense reduced later learning of adverbs. Experiment 2 demonstrated long-term transfer: Native speakers of Chinese (no tense morphology) were less able than native speakers of Spanish or Russian (rich morphology) to acquire inflectional cues from the same language experience where adverbial and verbal cues were equally available. Learned attention to tense morphology in Latin was continuous rather than discrete, ordered with regard to first language: Chinese < English < Russian < Spanish. A meta-analysis of the combined results of Ellis and Sagarra and the current study separates out positive and negative learned attention effects: The average effect size for entrenchment was large (+1.23), whereas that for blocking was moderate (–0.52).