A Broken Fork in the Hand is Worth Two in the Grammar : A Spatio-Temporal Bias in Children ’ s Interpretation of Quantifiers and Plural Nouns
A Broken Fork in the Hand is Worth Two in the Grammar : A Spatio-Temporal Bias in Children ’ s Interpretation of Quantifiers and Plural Nouns
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语法上手上的断叉抵得上两根:儿童对量词和复数名词的解释中的时空偏差
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发表时间：
2008
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影响因子：
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通讯作者：
D. Barner
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作者：
Vicente Melgoza;D. Barner
我们研究了时空信息和类信息在儿童早期计数和量化集合中的作用。之前的研究报告称，儿童在计数时表现出时空偏见，并将破碎物体的部分视为不同的个体（Shipley & Shepperson，1990）。我们探讨了这种偏见是否仅限于计数，或更普遍地反映了早期的语言集合表示。当用数量判断任务进行测试时，近75%的4岁儿童判断一个物体分为三个-例如，一个坏掉的叉子比两个完整的物体还要多。在一个启发式任务中，我们发现，这种偏向也存在于儿童的多元化。儿童使用复数形态标记破碎的物体30%的时间（例如，把坏掉的叉子称为“一些叉子”）。这些结果表明，时空偏见存在多种形式的语言量化。我们认为，儿童的早期集表征的时空个体的定义。
We investigated the role of spatio-temporal and kind information in children’s early counting and quantification of sets. Previous studies report that children exhibit a spatio-temporal bias when counting, and count parts of broken objects as distinct individuals (Shipley & Shepperson, 1990). We explored whether this bias is restricted to counting, or reflects early linguistic set representations more generally. When tested with a quantity judgment task, nearly 75% of 4-year-olds judged that an object broken in three – e.g., a broken fork – was more forks than two whole objects. In an elicitation task, we found that the bias is also present in children’s pluralization. Children labeled broken objects using plural morphology 30% of the time (e.g., calling a broken fork “some forks”). These results indicate that a spatio-temporal bias exists for multiple forms of linguistic quantification. We suggest that children’s early set representations are defined over spatio-temporal individuals.