The role of the input in the acquisition of third person singular verbs in English.
The role of the input in the acquisition of third person singular verbs in English.
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输入在英语第三人称单数动词习得中的作用。
DOI：
10.1044/1092-4388(2003/067
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
M. Tomasello
中科院分区：
文献类型：
--
作者：
Anna L. Theakston;E. Lieven;M. Tomasello
在语言习得的早期阶段，儿童经历了一个发展阶段，他们在有限的语境中产生有限和非有限的动词形式（例如，“it go there，”“it goes there”）。理论家们认为，儿童从语言使用的一开始就对时态和一致标记有一种抽象的理解，他们倾向于用生产中的表现限制（例如，V. Valian，1991）或由于缺乏时态和一致标记是强制性的知识（可选不定式假设; K。Wexler，1994，1996）。然而，另一种解释是，儿童使用非限定形式是基于输入中存在的问题（“它去哪里了？“）语法主语后面紧跟着非限定动词形式的地方。为了比较这些解释，2组24名年龄在2岁6个月和3岁之间的儿童接触到6个已知的和3个新的动词产生的陈述或问题或陈述和问题。然后，孩子们被要求在限定或非限定的情况下使用动词。结果表明，对于新的动词，儿童的动词使用模式密切相关的动词使用模式在他们所接触的语言。对于已知的动词，孩子们在使用单个动词时没有差异，不管他们听到的语言中动词使用的具体模式如何。这些发现的早期动词使用的理论的影响进行了讨论。
During the early stages of language acquisition, children pass through a stage of development when they produce both finite and nonfinite verb forms in finite contexts (e.g., "it go there," "it goes there"). Theorists who assume that children operate with an abstract understanding of tense and agreement marking from the beginnings of language use tend to explain this phenomenon in terms of either performance limitations in production (e.g., V. Valian, 1991) or the optional use of finite forms in finite contexts due to a lack of knowledge that tense and agreement marking is obligatory (the optional infinitive hypothesis; K. Wexler, 1994, 1996). An alternative explanation, however, is that children's use of nonfinite forms is based on the presence of questions in the input ("Where does it go?") where the grammatical subject is immediately followed by a nonfinite verb form. To compare these explanations, 2 groups of 24 children aged between 2 years 6 months and 3 years were exposed to 6 known and 3 novel verbs produced in either declaratives or questions or in both declaratives and questions. The children were then questioned to elicit use of the verbs in either finite or nonfinite contexts. The results show that for novel verbs, the children's patterns of verb use were closely related to the patterns of verb use modeled in the language to which they were exposed. For known verbs, there were no differences in the children's use of individual verbs, regardless of the specific patterns of verb use modeled in the language they heard. The implications of these findings for theories of early verb use are discussed.
有特定语言障碍的儿童的语法形态和言语感知。
DOI：
10.1044/jshr.3505.1076
发表时间：
1992
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
Leonard,LB;McGregor,KK;Allen,GD
通讯作者：
Allen,GD