Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners.
Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners.
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DOI：
10.1016/j.cogpsych.2016.06.003
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发表时间：
2016-08
影响因子：
2.6
通讯作者：
Carey S
中科院分区：
文献类型：
--
作者：
Le Corre M;Li P;Huang BH;Jia G;Carey S
先前的研究表明，学习具有强制性单复数区别的语言（俄语和英语）的儿童比学习日语（一种没有强制性数字形态的语言）的儿童更早学习数字词的含义。这可以用数字形态的差异来解释，但也可以用被比较的儿童的语言和环境之间的许多其他差异来解释。本研究通过将年轻英语学习者与年龄和社会经济地位相匹配的年轻普通话学习者进行比较，检验了形态学上的单数/复数区别支持人们早期获得数字词含义的假设。普通话没有强制性的数字形态，但在许多关键方面与英语比日语更相似。语料库分析表明，与英语学习者相比，普通话学习者听到数字词的频率更高，更有可能听到数字词后面跟着名词，并且更有可能在表示基数值的上下文中听到数字词。两项任务表明，尽管有这些优势，普通话学习者比英语学习者晚三到六个月才学会数字词的含义。这些结果提供了迄今为止最有力的证据，证明单数和复数之间区别的数字含义的先验知识支持获取数字词的含义。
Previous studies showed that children learning a language with an obligatory singular/plural distinction (Russian and English) learn the meaning of the number word for one earlier than children learning Japanese, a language without obligatory number morphology. This can be explained by differences in number morphology, but it can also be explained by many other differences between the languages and the environments of the children who were compared. The present study tests the hypothesis that the morphological singular/plural distinction supports the early acquisition of the meaning of the number word for one by comparing young English learners to age and SES matched young Mandarin Chinese learners. Mandarin does not have obligatory number morphology but is more similar to English than Japanese in many crucial respects. Corpus analyses show that, compared to English learners, Mandarin learners hear number words more frequently, are more likely to hear number words followed by a noun, and are more likely to hear number words in contexts where they denote a cardinal value. Two tasks show that, despite these advantages, Mandarin learners learn the meaning of the number word for one three to six months later than do English learners. These results provide the strongest evidence to date that prior knowledge of the numerical meaning of the distinction between singular and plural supports the acquisition of the meaning of the number word for one.
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影响因子：
3.7
作者：
Gunderson, Elizabeth A.;Levine, Susan C.
通讯作者：
Levine, Susan C.
影响因子：
1.7
作者：
Carey, Susan
通讯作者：
Carey, Susan
影响因子：
2.6
作者：
Barner, David;Libenson, Amanda;Takasaki, Mayu
通讯作者：
Takasaki, Mayu
DOI：
10.1111/j.2044-8279.1996.tb01215.x
发表时间：
1996-12-01
影响因子：
3.7
作者：
Fluck, M;Henderson, L
通讯作者：
Henderson, L
影响因子：
3.4
作者：
BLOOM, P;KELEMEN, D
通讯作者：
KELEMEN, D