ACQUISITION OF MORPHOPHONOLOGY
ACQUISITION OF MORPHOPHONOLOGY
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DOI：
10.2307/1166047
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发表时间：
1978-01-01
影响因子：
9.5
通讯作者：
MACWHINNEY, B
中科院分区：
文献类型：
--
作者：
MACWHINNEY, B
提出了一个模型，详细说明了不同语言社区的儿童获得其语言的形态语音结构的方式。在该模型中，死记硬背、组合和类比的过程被集成到单个处理目标堆栈中。该模型将学习视为一个循环过程，其中习得导致应用，应用导致纠正，纠正导致重新习得。获取、应用和修正的过程是用相对精确的术语表述的。本报告旨在提供称为形态音系学的语言系统习得的详细特征。它试图通过描述一组与形态音系学的习得有关的人类普遍能力来做到这一点。本报告分为7个主要章节。第一章简要考察了死记硬背、类比和组合在语言习得早期特征中的作用。第二章将这些特征考虑在内，这将被称为辩证法模型，因为它强调对立面的持续解决。第三章至第五章分别考察了来自匈牙利、芬兰和德国的数据。第六章审查了英语、法语、拉脱维亚语、俄语、西班牙语、阿拉伯语和中文的数据。最后一章对模型推导的实体主张的成功与失败进行了总结和评价。
A model is presented which details the ways in which children in different language communities acquire the morphophonological structure of their languages. In this model, the processes of rote, combination, and analogy are integrated into a single processing goal stack. The model views learning as a cyclical process in which acquisition leads to application, application leads to correction, and correction leads to renewed acquisition. The processes of acquisition, application, and correction are formulated in relatively precise terms. The present report seeks to provide a detailed characterization of the acquisition of the linguistic system called morphophonology. It attempts to do this by describing a set of universally human abilities which are involved in the acquisition of morphophonology. This report is divided into 7 major chapters. The 1st chapter briefly examines the role of rote, analogy, and combination in earlier characterizations of language acquisition. The 2nd chapter develops these characterizations into account which will be called the dialectic model because of the emphasis it places on the continuing resolution of opposites. Chapters III-V examine data from Hungarian, Finnish, and German, respectively. Chapter VI examines data from English, French, Latvian, Russian, Spanish, Arabic, and Chinese. The final chapter summarizes and evaluates the successes and failures of the substantive claims deriving from the model.