The use of multiple frames in verb learning via syntactic bootstrapping.
The use of multiple frames in verb learning via syntactic bootstrapping.
复制标题
通过句法引导在动词学习中使用多个框架。
DOI：
10.1016/0010-0277(95)00681-8
复制
发表时间：
1996
期刊：
影响因子：
3.4
通讯作者：
Naigles,LR
中科院分区：
文献类型：
--
作者：
Naigles,LR
本研究遵循朗道和格雷特曼（1985）的句法引导理论，考察了2岁幼儿（平均年龄28个月）除了使用语言外的场景外，是否能够使用多种句法框架来帮助关注一个新动词的意义。测试的多个框架是两种交替模式中的传递性框架和不传递性框架的组合，即使役和省略宾语。根据假设，使役交替更能预测涉及物理因果关系的动作，而省略宾语交替更能预测涉及重复物理接触而没有因果关系的动作。受试者观看了描述这两种行为的视频，以及一个新的动词。这些动作随后被分开，孩子们被要求选择哪个动作是小说动词的所指。这一新的动词在使役交替（CS：The duck is sebbing the frog，the frog is sebbing）或省略宾语交替（OO：The duck is sebbing the frog，the duck is sebbing）中出现在及物和不及物框架中，或者只出现在不及物框架中（IO：The duck is sebbing），或者没有框架（FF：Sebbing！）。在CS、IO和FF条件下，儿童更喜欢将致使动作作为动词的所指。然而，在OO条件下的女孩表现出显着不同的偏好，并期待更多的接触行动比他们的同龄人在其他条件。因此，本研究首次提供了实验证据表明，2岁幼儿可以使用多种句法框架来帮助确定一个新的动词的意义。
Following the original Syntactic Bootstrapping proposal of Landau and Gleitman (1985), this study investigated whether young 2-year-old children (mean age = 28 months) can use multiple syntactic frames, in addition to the extralinguistic scene, to help focus on the meaning of a novel verb. The multiple frames tested were combinations of transitive and intransitive frames in two alternation patterns, Causative and Omitted Object. By hypothesis, the Causative alternation would be more predictive of actions involving physical causation and the Omitted Object alternation more predictive of actions involving repeated physical contact without causation. Subjects were presented with videos depicting both actions, together with a novel verb. The actions were subsequently separated, and the children were asked to select which action was the referent of the novel verb. The novel verb was presented either in transitive and intransitive frames in the Causative alternation (CS: The duck is sebbing the frog, the frog is sebbing) or the Omitted Object alternation (OO: The duck is sebbing the frog, the duck is sebbing), or in intransitive frames only (IO: The duck is sebbing), or without a frame (FF: Sebbing!). In the CS, IO, and FF conditions, children preferred the causative action as the referent of the verb. However, the girls in the OO condition showed a significantly different preference, and looked more toward the contact actions than their peers in the other conditions did. This study thus provides the first experimental evidence that young 2-year-old children can use multiple syntactic frames to help determine the meaning of a novel verb.