Structural limits on verb mapping: the role of abstract structure in 2.5-year-olds' interpretations of novel verbs
Structural limits on verb mapping: the role of abstract structure in 2.5-year-olds' interpretations of novel verbs
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DOI：
10.1111/1467-7687.00209
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发表时间：
2002-03-01
影响因子：
3.7
通讯作者：
Fisher, C
中科院分区：
文献类型：
--
作者：
Fisher, C
两个实验表明，2.5岁的孩子和年龄较大的孩子一样，会根据他们的论点数量来解释新的动词。在解释描述相同动作事件的新动词时，听到及物句的儿童比听到及物句的儿童更有可能认为动词指的是因果动因的行为。句子的设计使得名词短语论点的数量在不同的条件下是不同的(例如，她把她堆在那里，而她把她堆在那里)。这些实验将名词短语论点的数量(或名词数量)作为句子解释和动词学习的早期制约因素，并提供了强有力的证据，表明年仅2.5岁的儿童在解释句子时注意到句子的整体结构。
Two experiments showed that 2.5-year-olds, as well as older children, interpret new verbs in accord with their number of arguments. When interpreting new verbs describing the same motion events, children who heard transitive sentences were more likely, than were children who heard intransitive sentences to assume that the verb referred to the actions of the causal agent. The sentences were designed so that only, the number of noun-phrase arguments differed across conditions (e.g. She's pilking her over there versus She's pilking over there). These experiments isolate number of noun-phrase arguments (or number of nouns) as an early, constraint on sentence interpretation and verb learning, and provide strong evidence that children as young as 2.5 years of age attend to a sentence's overall structure in interpreting it.