From Words to Inferences: The Development of Incremental Language Comprehension

从文字到推理：渐进式语言理解的发展

• 批准号: 0921012
• 负责人: Jesse Snedeker
• 金额: $ 60万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-15 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0921012&HistoricalAwards=false
• 关键词: Words; Inferences; Development; Incremental; Language

Decades of research has demonstrated that adult listeners rapidly integrate many kinds of information to figure out the syntactic and semantic relations between words in an utterance. The study of children's language processing, however, is still in its infancy. This is largely because most of the methods used to study adult comprehension involve reading or secondary tasks that are too difficult for young children. In recent years this has changed: several researchers have demonstrated that children's eye-movements can provide detailed information about the moment-to-moment processes involved in spoken-language comprehension. The present project will build on these initial findings, using the eye-gaze paradigm to investigate syntactic and semantic processes in children from 2 to 7 years of age. The studies examine two specific questions: 1) What information do children use to determine the syntactic structure of an utterance? Children's interpretation of ambiguous sentences will be used to explore the roles of word knowledge and discourse context. 2) What kinds of grammatical representations are used during language comprehension? A priming paradigm will be used to explore the breadth of the syntactic and semantic categories that children employ as they figure out the roles of different nouns in a sentence. While the development of the language comprehension system is of importance in its own right, this work will also provide insight into children's syntactic representations, the architecture of adult language processing, and the relation between word learning and syntactic development.This research will map out the development of higher-level language comprehension processes. Strong language comprehension skills are essential to cognitive and social development and spoken language is the primary means by which young children are socialized and educated. Their knowledge of distant places, family relations, and abstract entities comes about largely by listening to adults. Literacy also builds upon children's ability to understand spoken language, as evidenced by robust connections between preschool language comprehension and later reading abilities. By tracing the development of these language comprehension processes from two years of age, this research may provide insight into why some children seem to have great difficulties in comprehension and what can be done to facilitate the development of these skills. In addition, the research undertaken in this project will provide educational opportunities for a postdoctoral fellow, a graduate student and several undergraduate students.

几十年的研究表明，成年人的听者能够快速地整合各种信息，以确定话语中单词之间的句法和语义关系。然而，对儿童语言加工的研究还处于起步阶段。这在很大程度上是因为大多数用于研究成人理解的方法都涉及阅读或次要任务，这些任务对幼儿来说太难了。近年来，这种情况已经发生了变化：一些研究人员已经证明，儿童的眼球运动可以提供有关口语理解过程中每时每刻的详细信息。本项目将在这些初步研究结果的基础上，使用眼睛注视范式来研究2至7岁儿童的句法和语义过程。研究考察了两个具体问题：1）儿童使用什么信息来确定话语的句法结构？通过儿童对歧义句的理解来探讨词汇知识和话语语境在歧义句理解中的作用。 2)在语言理解过程中使用了哪些语法表征？启动范式将被用来探索的广度的句法和语义类别，儿童雇用，因为他们弄清楚的角色，不同的名词在一个句子。虽然语言理解系统的发展本身就很重要，但这项工作也将深入了解儿童的句法表征，成人语言处理的架构，以及单词学习和句法发展之间的关系。这项研究将绘制出更高层次的语言理解过程的发展。较强的语言理解能力对认知和社会发展至关重要，口语是幼儿社会化和教育的主要手段。他们对遥远的地方、家庭关系和抽象实体的了解，主要来自于听大人说话。识字还建立在儿童理解口语的能力之上，学前语言理解和后来的阅读能力之间存在着强有力的联系。通过追踪这些语言理解过程的发展，从两岁开始，这项研究可以深入了解为什么有些孩子似乎在理解方面有很大的困难，以及可以做些什么来促进这些技能的发展。此外，本项目开展的研究将为一名博士后研究员、一名研究生和几名本科生提供教育机会。