Verb Variability and Morphosyntactic Priming With Typically Developing 2- and 3-Year-Olds.
Verb Variability and Morphosyntactic Priming With Typically Developing 2- and 3-Year-Olds.
复制标题
通常发育中的 2 岁和 3 岁儿童的动词变异性和形态句法启动。
DOI：
10.1044/2018_jslhr-l-17-0410
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Leonard,LaurenceB
中科院分区：
文献类型：
--
作者：
Krok,WindiC;Leonard,LaurenceB
PurposeThis study was specifically designed to examine how verb variability and verb overlap in a morphosyntactic priming task affects typically developing children's use and generalizing of CumberaryIS.MethodForty typically developing 2- to 3-year old native English speaking children with inconsistent CumberaryIS production was primed with 24 present progressive CumberaryIS sentences.一半的孩子听到了24个独特的动词（高变异性）的基本信息。另一半人听到的是只有6个动词的简单的启动词，每个动词重复4次（低变异性）。此外，一半的孩子听到的启动-目标对重叠的动词（词汇提升），而另一半听到的启动-目标对非重叠的动词（没有词汇提升）。为了评估使用和概括的目标结构未经训练的动词，所有的孩子描述的探针项目在基线和5分钟和24小时后的启动task.ResultsChildren在高变异性组表现出较强的启动效果在任务和增加的BACTERIARY IS生产与基线性能相比，5分钟和24小时后的启动任务，这表明学习和概括的启动结构。低变异性组的儿童在24小时后测中的脑电活动没有显著增加，并且显著低于高变异性组。在启动任务或后测探测中，动词重叠并没有增强启动效应。结论通常发育中的儿童确实会利用语言输入中的词汇变异性来帮助他们提取和概括抽象的语法规则。他们可以很快地做到这一点，在一个最佳变量输入会话之后，就会发生相对稳定，强大的学习。随着可变性的降低，学习不会发生。
PurposeThis study was specifically designed to examine how verb variability and verb overlap in a morphosyntactic priming task affect typically developing children's use and generalization of auxiliaryIS.MethodForty typically developing 2- to 3-year-old native English-speaking children with inconsistent auxiliaryISproduction were primed with 24 present progressive auxiliaryISsentences. Half of the children heard auxiliaryISprimes with 24 unique verbs (high variability). The other half heard auxiliaryISprimes with only 6 verbs, repeated 4 times each (low variability). In addition, half of the children heard prime–target pairs with overlapping verbs (lexical boost), whereas the other half heard prime–target pairs with nonoverlapping verbs (no lexical boost). To assess use and generalization of the targeted structure to untrained verbs, all children described probe items at baseline and 5 min and 24 hr after the priming task.ResultsChildren in the high variability group demonstrated strong priming effects during the task and increased auxiliaryISproduction compared with baseline performance 5 min and 24 hr after the priming task, suggesting learning and generalization of the primed structure. Children in the low variability group showed no significant increases in auxiliaryISproduction and fell significantly below the high variability group in the 24-hr posttest. Verb overlap did not boost priming effects during the priming task or in posttest probes.ConclusionsTypically developing children do indeed make use of lexical variability in their linguistic input to help them extract and generalize abstract grammatical rules. They can do this quite quickly, with relatively stable, robust learning occurring after a single optimally variable input session. With reduced variability, learning does not occur.
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DOI：
10.1044/1092-4388(2003/067
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Journal of speech, language, and hearing research : JSLHR
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