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Cognitive Scientific Research on the Roles of Universal Grammar and Experience in Grammar Acquisition

关于普遍语法和经验在语法习得中的作用的认知科学研究

基本信息

批准号：
04831008
负责人：
OTSU Yukio
金额：
$ 1.22万
依托单位：
Keio University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-04831008/
关键词：
Grammar Acquisition Universal Grammar Experience Generative Grammar Cognitive Science Psycholinguistics

项目摘要

This project was intended to explore the nature of interaction between Universal Grammar and experience by investigating processes of grammar acquisition in detail. We conducted a series of experiments with 3- and 4-year-olds as subjects. Those experiments were designed to clarify the acquisition of basic phrase structure of Japanese.The following is the summary of our findings :1 The basic word order of transitive sentences(i.e., subject-object-verb) and its "scrambled" order are acquired by the third or the fourth year. It has been demonstrated that the past reports to the effect that the scrambled sentences are difficult even for 5- and 6-year-olds are experimental artifacts.2 Young children's grammar is essentially the same as adults' in that the former involves(abstract) hierarchical structure.3 Young children can make the structural distinction between case markers and postpositions.In view of the poverty of the relevant stimulus, we argue that those findings lend a strong support to the position that domain-specific Universal Grammar plays an important role in grammar acquisition. At the same time, since 1 - 3 also involve properties peculiar to Japanese (and the languages of the same type), it must be concluded that experience also plays an important role.By continuing the same line of research with younger children as subjects, it is expected that we will be able to pin down more fully the nature of interaction between Universal Grammar and experience.

本研究旨在通过对语法习得过程的详细研究，探讨普遍语法与经验之间的相互作用的本质。我们以3岁和4岁的孩子为对象进行了一系列实验。这些实验旨在阐明日语基本短语结构的习得。以下是我们的研究结果的总结：1及物性句子的基本语序（即，主语-宾语-动词）及其“打乱的”顺序在第三年或第四年获得。事实证明，过去的报告大意是，即使对于5岁和6岁的孩子来说，混乱的句子也很难，这是实验性的人工制品。幼儿的语法基本上与成人的语法相同，因为前者涉及（摘要）层级结构. 3幼儿能对格标记和后置词进行结构区分鉴于相关刺激的贫乏，我们认为，这些发现有力地支持了特定领域普遍语法在语法习得中起着重要作用的观点。同时，由于1 - 3也涉及到日语（以及同类语言）特有的性质，经验也起着重要的作用。如果以年龄较小的儿童为研究对象，继续进行同样的研究，就可以更全面地确定普遍语法与经验之间相互作用的性质。