ASSUMPTIONS ABOUT WORD MEANING - INDIVIDUATION AND BASIC-LEVEL KINDS
ASSUMPTIONS ABOUT WORD MEANING - INDIVIDUATION AND BASIC-LEVEL KINDS
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DOI：
10.1111/j.1467-8624.1993.tb02970.x
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发表时间：
1993-10-01
影响因子：
4.6
通讯作者：
WAXMAN, SR
中科院分区：
文献类型：
--
作者：
HALL, DG;WAXMAN, SR
在2个实验中，3个半岁的孩子将一个新奇的可数名词（例如，“这是一个murvil”）应用于一个不熟悉的填充动物，将其理解为指的是一种基本的种类，而不是指一种根据情况类型（背景或生活阶段）使其成员个性化的种类。例如，孩子们做出的解释类似于PERSON（基本级别的类型）而不是PASSENGER（受上下文限制的类型），类似于DOG（基本级别的类型）而不是PUPPY（受生命阶段限制的类型）。这些实验还记录了对象熟悉度（对动物的基本水平计数名词的先前知识）和明确信息（关于动物情境的相关性）在情境限制类计数名词学习中的作用。我们注意到，儿童很容易通过实指定义（例如，“这是一个X”）来学习基本级可数名词的含义，尽管实指定义并不能区分基本级可数名词和情境限制性可数名词。因此，我们建议儿童做出一个隐含的假设，即应用于不熟悉的实体物体的可数名词指的是一种基本水平的物体，而不是一种根据情况类型使其成员个性化的物体。我们通过展示它如何直接影响个性化，从而影响量化（例如计数）来说明这一假设的重要性。
In 2 experiments, 3 1/2-year-old children interpreted a novel count noun (e.g., ''This is a murvil'') applied to an unfamiliar stuffed animal as referring to a basic-level kind, rather than to a kind that individuates its members by type of situation (context or life-phase). For example, children made interpretations akin to PERSON (a basic-level kind) rather than PASSENGER (a context-restricted kind), and DOG (a basic-level kind) rather than PUPPY (a life-phase-restricted kind). These experiments also document the role of object familiarity (previous knowledge of a basic-level count noun for the animal) and explicit information (about the relevance of the animal's situation) in the learning of count nouns for situation-restricted kinds. We note that children readily learn the meanings of basic-level count nouns through ostensive definitions (e.g., ''This is an X''), although ostensive definitions do not distinguish basic-level kinds from situation-restricted kinds. Therefore, we suggest that children make an implicit assumption that a count noun applied to an unfamiliar solid object refers to a basic-level kind of object, and not to a kind that individuates its members by type of situation. We illustrate the importance of this assumption by showing how it bears directly on individuation, and therefore, on quantification (e.g., counting).